Role of school leadership for developing and sustaining inclusive education

A strong and supportive school leadership is imperative for successful implementation of inclusive education, along with other factors such as inclusive policies, flexible and accommodating curricula, trained teachers, and equitable distribution of resources. In fact, school leadership is often a pivotal enabler, not just for bringing in inclusive policies and practices into a school’s system, but for sustaining it year on year as well.

A study of school leaders in Estonia (Pedaste et. al., 2021) showed that implementation of inclusive education was made possible by the vision, support and practices adopted by school leaders (in both mainstream and special schools). However, at the same time, school leaders often expressed negative attitudes towards the adequacy of support for themselves and the teachers. Along with these, close partnership between school leaders and teachers, clear communication, and empowering second-level leadership appeared to be major enablers to developing and sustaining inclusive education (Poon McBrayer and Wong, 2013). This essay will examine the role of school leadership for developing and sustaining inclusive education and review the literature around school leadership and inclusive education in India. It will finally present a few examples of what it has looked like in practice, address some challenges, and share some reflections on the way forward.

Role of school leadership for inclusive education

School leadership is crucial and instrumental in bringing in systematic shifts in the attitudes towards inclusion and inclusive education, and needs them to be closely engaged with all stakeholders in the school. Reviewing the literature around the role of school leadership in India, a few crucial things stand out. Foremost among these is school leaders’ sensitivity and understanding of inclusion and inclusive education, and how they uphold the same for teachers, students and parents. Second, commitment to inclusion and inclusive education is also important. Finally, experiences of school leaders around inclusive education and building capacity among different members of the school to uphold the same is also crucial.

Developing sensitivity and understanding of inclusion and inclusive education:

In an interview, Dr Sudha Acharya, Principal, stated that making the mission and vision clear for the entire staff in the school (teachers and support staff) is important. This helps in building an understanding that students have different needs (physical, social and emotional) and may require support. Mr John Bagul, Principal, also reiterates similar focus on meeting the needs of every child and sensitizing teachers and parents that inclusive education is not unrealistic. He affirms that it does not increase the workload. Rather, according to him, it requires systematic planning and a change in attitude.

Lack of a unified understanding of inclusive education continues to be one of the foremost reasons for exclusion of students with diverse educational needs and disabilities from the education system. Developing sensitivity and understanding of inclusion and inclusive education amongst school leadership is extremely important. However, developing a common understanding of inclusive education and a commitment to inclusion (academic, social, physical and emotional) and inclusive education is also extremely important along with school leadership’s vision of how to implement it. Thus, this requires school leadership to gain a nuanced understanding of inclusion as a practice and what it entails. This understanding can pave the way for planning and implementation of inclusive education.

Affirming commitment to inclusion and inclusive education:

The commitment to inclusion and inclusive education means taking an intersectional view of inclusion and inclusive education. Such a view sees systems of inequity as being based on the various identities of caste, class, gender disability, etc. It would also entail building the school leaders’ own capacity for inclusive education.

Thus, investment in building capacity of school leadership for developing and sustaining inclusive education is extremely important. Demonstration of positive values such as equity, valuing and trusting all teachers and staff, leading with vision, motivation and autonomy by school leadership are some important markers of inclusive and quality education in schools (Schuelka, Sherab & Nidup, 2018).

A clearly articulated admissions policy that includes all, without discrimination, can be a good starting point for implementing inclusive education. There is also a need to incorporate policies around child safety, anti-bullying, etc., and making provisions for accessible infrastructure. Many parents and students share about their difficulties with getting admission in schools, or even having to change schools, due to learning difficulties, behavioral challenges and disabilities. School leadership can often play a decisive role in ensuring that such exclusion does not take place.

Building capacity among different members of schools

Experiences of school leaders with implementing and upholding policies that facilitate inclusion of diverse learners in the school system goes a long way in sustaining inclusive education. Government policies often rely on school leaders to deliver the last mile, in terms of implementing equitable and quality education for all. School leaders are often approached by teachers when they have difficulties with teaching and learning in their classrooms. Thus, it becomes imperative that school leaders invest in building capacity of all teachers and staff members in their schools for inclusive education.

It is also important for school leaders to recognize and encourage good teaching and learning practices that teachers are already practicing. They must encourage teachers to practice instructional techniques and strategies that can support students with diverse learning needs and disabilities in the classroom. Continuous support for teachers to implement inclusive teaching and learning by school leadership goes a long way in sustaining inclusive practices in schools.

Dr Sudha Acharya (2022) lists upskilling of teachers on key areas of inclusive education. These include workshops on sign language and equipping them to prepare individual education plans. Teachers also need continuous support for inclusive education. All these are important factors for sustaining inclusive education.

Providing on-going in-service professional development, lesson planning support for the entire class, and investing in teachers’ well-being and mental health (so that they can support diverse learners) by school leadership, can also potentially sustain inclusive education. Creating spaces for teachers to come together, collaborate and share about the challenges and enablers to include students with diverse needs in the classroom helps them implement inclusive practices as well.

Such spaces are often created and sustained by the school leadership. Such safe spaces are a pre requisite for inclusive education. These, thus, need to be extended to all stakeholders within the schools’ education space. In fact, school leaders should also have spaces where they can network with and learn from their peers who lead schools in different contexts.

Examples of school leadership for inclusive education

The next part of this article will go beyond the research literature and examine some of the practices that school leadership or those working with school leadership have implemented to support inclusive education in different parts of the country. The following case studies are derived from the report called “Differently Together, Inclusion in Education” developed by Ummeed Child Development Center. It consists of cases from various schools across India on how inclusive education is practiced.

Samait Shala, an NGO based in Ahmedabad, began their work towards creating inclusive learning environments for students with learning difficulties and disabilities by working with the school heads. They incorporated their inclusive practices with the school leaders and subsequently with departmental leaders and teachers, so that there is inclusion among various members of the staff and sustainability of the practices. A school leader from Abhyudaya Municipal School, Mumbai, reinforced the need to include all learners and sensitize all students to recognize that each individual is unique, who comes to school with a purpose, and has skills that they can develop.

Many schools that Ummeed Child Development Center, Mumbai, works with have created ‘Inclusion Committees’ comprising of the school leadership, teachers, students and parents/caregiver’s representatives. These committees are responsible for continuing ongoing discussions, implementation and monitoring of inclusive practices in the school. Thereby they reiterate the school’s commitment to inclusive education.

Challenges

While school leadership is recognized as being of utmost importance for implementing and sustaining inclusive education, it has been extremely hard for school leaders to insist on inclusion. Many have reported an uphill battle and face constraints in terms of not enough support from their teachers, apprehensions of parents without disabilities, and lack of financial resources that they feel are important to make inclusive education a reality (Bannerjee, Mahendale and Nanjundaiah, 2011).

School leaders often neglect education for marginalized groups, especially children with diverse learning needs and disabilities, as they succumb to academic and test score pressures (Sharma and Das, 2015). A review of the academic outcome-oriented education system illuminates that academic inclusion is often way more challenging than social inclusion. Very few school leaders see academic, social, physical and emotional inclusion going hand in hand.

Way ahead

Collaboration has emerged as a key when it comes to implementing and sustaining inclusive education. If inclusive education is to be accepted as a core value by the school, then it must embrace not just the students but also teachers and all other staff, parents and caregivers associated with the school.

School leaders can facilitate collaborations and create clear lines of communication between various school stakeholders to promote inclusive practices. Collaborating and engaging with the parents and community members can go a long way in sustaining inclusive education. School leaders can lead through example, by not just acknowledging and embracing diversity in the school, but rather by celebrating it.

A clearly articulated vision and mission statement by the school leadership that emphasizes the importance of inclusive education needs to be shared with all stakeholders including students, teachers, parents, caregivers and community members. Another important contribution of school leadership is in creating and implementing policies that support the practice of inclusive education. This also includes upholding the provisions within the Right to Education Act, ensuring that no child is left behind, and all children have access to equitable and quality education.

Advocating for, creating opportunities for, and investing in, ongoing professional development for all teachers is another space that school leaders should prioritize. It is also important that school leadership continually monitors and evaluates the implementation of inclusive education in their school and recognizes and addresses barriers to inclusive education in a timely manner.

Thus, the school leader will be able to build an inclusive culture in the school, which can in turn facilitate sustaining of inclusive education. Assuming leadership for inclusive education is a remarkable responsibility and an opportunity. It needs leaders who are reflective, adaptive, contextually grounded, open to feedback and believe in collaboration and teamwork.

References

1. Banerjee, R., Mehendale, A. and Nanjundaiah, M., 2011. “Understanding inclusive practices in school: Examples of schools from India.” Bangalore, India: Seva in Action.
2. Pedaste, M., Leijen, Ä., Kivirand, T., Nelis, P. and Malva, L., 2021. “School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice.” International Journal of Inclusive Education, pp.1-17.
3. Poon-McBrayer, K.F. and Wong, P.M., 2013. “Inclusive education services for children and youth with disabilities: Values, roles and challenges of school leaders.” Children and Youth Services Review, 35(9), pp.1520-1525.
4. Schuelka, M.J., Sherab, K. and Nidup, T.Y., 2018.“Gross National Happiness, British Values, and non cognitive skills: Teachers and curriculum in Bhutan and England.” Educational Review.
5. Sharma, U. and Das, A., 2015. “Inclusive education in India: past, present and future.” Support for Learning, 30(1), pp.55-68.