期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2021
卷号：17
期号：2
页码：1
DOI：10.22230/ijepl.2021v17n2a969
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principals. Without genuine engagement and buy-in from school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. The framework of self-determination theory provides a path by which principals can catalyze attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes interviews with 21 principals. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices.
其他摘要：While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principal teams. Without genuine engagement and buy-in from teachers and school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. Often, it falls on principals to be leaders of attitudes and practices so that inclusive school communities can thrive. Fortunately, the framework of self-determination theory provides a path by which principals can catalyse attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes the questionnaire responses of 275 principals (and vice principals) from six provinces in Canada. Of those 275 participants, 46 principals also participated in interviews. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices. Principals also need to model inclusive-positive attitudes in their behaviour and practice. Finally, the careful curation and maintenance of relationships is a necessary for the well-being of the school communities. Implications for principal practice and school well-being are included.
关键词：principals; special education needs; inclusion; attitudes; self-determination theory
