The study aims to investigate staff perceptions of school headship in relation to the inclusion of learning-disabled students. The main question is whether head teachers perceived to be leaders develop an inclusive vision towards learning-disabled students more than those who are perceived to be managers. The study relies on the perceptions of head teachers, counselors and teachers in five secondary schools in the Tel-Aviv area, Israel. The method of enquiry that was applied was the interpretive approach which allowed for an analysis via interviews, and elements of the survey approach and documentary analysis. The analysis and conclusion indicated that an inclusive head teacher possesses ‘leadership’ traits such as vision, inspiration and enthusiasm, but that he/she must also develop managerial skills to help communicate and sustain the change. In addition, the educational vision of inclusive head teachers includes elements of social involvement and emphasis on individual needs. The paper ends with suggestions for further research.
A Study of School Headship in the Context of Inclusion of Learning Disabled Students as Perceived by School Staff in Mainstream Secondary Schools in Israel,
Electronic Journal for Inclusive Education, 1