Alternative Approaches in School Leaders' Practices to Support the Development of Inclusive Secondary Schools

• In Event: Inclusive Leadership Across Differences: Nationality, Religion, and Ability

Abstract

Providing classroom teachers with effective support is key to the success of policies that promote inclusive education. This study examines differences in how senior leaders in four high-performing secondary schools in Chile enact alternative structures for collaborative work among special education professionals and subject teachers. Drawing from interviews with the principal, the head of curriculum and teachers from the Spanish and Mathematics departments (N=70), a thematic analysis shows four distinct approaches; ranging from lack of interactions to joint work. These approaches are discussed in terms of how they amplify or diminish subject teachers’ implementation of inclusive pedagogies. In the context of Chile’s strong accountability policies, when support is lacking some teachers see that inclusion is a barrier to sustaining high performance.

Authors

• Carmen Montecinos, Universidad Catolica de Valparaiso
  Presenting Author

• Monica Cortez, Pontificia Universidad Catolica de Valparaiso
  Non-Presenting Author

• Barbara Zoro, Pontificia Universidad Catolica de Valparaiso
  Non-Presenting Author