Inclusive Education: Voices from Elementary School Principals in the United States
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| Title: | Inclusive Education: Voices from Elementary School Principals in the United States |
|---|---|
| Language: | English |
| Authors: | Fabián Arroyo-Rojas (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2024 24(4):1105-1114. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | H325H190001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Inclusion, Elementary School Students, Principals, Administrator Attitudes, Discourse Analysis, Culturally Relevant Education, Leadership Styles, Safety, Advantaged, Elementary Schools |
| DOI: | 10.1111/1471-3802.12698 |
| ISSN: | 1471-3802 |
| Abstract: | Currently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi-structured one-on-one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442873 |
| Database: | ERIC |
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| Abstract: | Currently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi-structured one-on-one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included. |
|---|---|
| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.12698 |
