CHAPTER 2: LITERATURE REVIEW

Principals Who Have Cultivated Effective Inclusive Practices within Their Schools

[Name of the Institute]Table of Contents

2.1 Introduction1

2.2 Definition of Inclusion1

2.3 Characteristics of Inclusive Effective Schools1

2.3.1 Inclusion of Community in Inclusive Schools1

2.3.2 Shared Vision and Leadership in Inclusive Schools1

2.3.3 Problem Solving School Personnel Teams in Inclusive Schools1

2.3.4 Active Engagement of Parents in Inclusive Schools1

2.3.5 Active Engagement of Teachers in Inclusive Schools1

2.3.6 Active Engagement of Paraprofessionals in Inclusive Schools1

2.3.7 Students as Members of Problem-Solving Team of Inclusive Schools1

2.3.8 District Community Members Engagement in Inclusive Schools1

2.3.9 Common Language in Inclusive Schools1

2.3.10 Time Management of Planning in Inclusive Schools1

2.3.11 Integrating Services of Quality Education to Students1

2.3.12 Flexible Instructional Time1

2.3.13 Collaboration and Partnership between Teachers of Inclusive Schools1

2.4 The Need of Effective Inclusive Practices1

2.5 Role of Principals in Implementing Effective Inclusive Practices1

2.6 Personal Attitudes of Principals1

2.7 Special Education Expertise Required of Principals1

2.8 Principals' Assistance in Collaboration1

2.9 Waldron et al (2011) Conceptual Framework1

2.9.1 Setting the Direction1

2.9.2 Redesigning the Organization1

2.9.3 Improving the Working Conditions1

2.9.4 Providing High Quality Instruction in All Setting1

2.9.5 Using Data to Drive Decision Making1

2.10 Chapter Summary1

References1

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction

This chapter focuses on findings of previous literature regarding the principals that have cultivated the effective inclusive practices within their school system. The previous research studies take into account the evidences and literature related to five themes of conceptual framework which help principals support and develop the school through effective inclusive practices. The chapter also discusses the empirical findings of the researchers who have identified the principals who have cultivated effective inclusive practices to promote change and sustain it, achieve the educational outcomes of students with learning difficulties with general educational settings and help them bring the conducive and friendly environment for the teachers, students and other staff of school.Many scholars have documented that integration of students with learning difficulties and special needs of learning is emerging in the regular classroom around the world as the most controversial topic in the field of education (Billingsley, in press; Pullan; McLeskey, 2011; Waldron & McLeskey, 2010; Webster-Wright, 2009). The previous literature provides the insights that critics and advocates strong feelings either in favor or in against of full inclusion and integration for all students with learning difficulties. There is wide amount of discussion and debate on how to best provide and practice the highly effective educational services for students that are struggling to learn either due to intellectual, physical and any other kind of disabilities. Marston (1996) however argued that despite the voluminous literature available on how to deliver and implement those highly effective inclusive services to those students, there is still a lack of substantial research which could highlight the model efficacy and system on which principals, administrators and teachers could practices substantially. Moreover, Patzkowsky (1995) argued that many advocates in their research studies in the past have focused on full inclusion on the basis of empirical research information which made the efficacy limited to mildly explore and observe the students with learning disabilities especially in the elementary school settings. Moreover, majority of researches such ...