Session Information
99 ERC SES 07 C, Social Justice and Intercultural Education
Paper Session
Contribution
Recently, Kazakhstan established a policy on inclusive education. By making adjustments to existing policies and introducing new ones, the country aims make the educational system inclusive with the goal of having 70% of all schools enrolled by the end of 2025 (Makoelle, 2020). The most recent developments in Kazakhstan indicate that inclusive education is still associated with special needs students and, as a result, only sometimes accommodates all forms of diversity. According to Zholtayeva et al. (2013, as cited in Makoelle, 2020), inclusive education in the Kazakh context entails integrating all students with special needs into the classroom, placing a focus on the use of a variety of methodologies and learning resources, as well as having school staff choose from a variety of approaches to the learning process.
Research on inclusive policies and practices implies that inclusive leadership poses a distinct challenge. In line with Ryan's (2006) perspective, inclusive leadership involves collaborative procedures that broaden the scope of leadership to address matters such as teacher involvement, the presence of administrators at different organizational levels, and engagement with the school community. Therefore, this research aims to explore the following questions:
• What leadership practices does the principal employ to promote inclusive education within the school?
• What obstacles does the principal encounter while fostering and guiding inclusive education initiatives?
• How does the principal support school staff and educators in adopting inclusive education principles in their classrooms?
This research seeks to study the actions of a school leader in Taldykorgan that promote inclusive education. Their views could provide insights into how the school administration, staff, teachers, and parents establish inclusive practices in their contexts. This study will examine school leader's overall views and understanding of inclusion, their specific strategies and the problems they experience while implementing inclusive education.
The study underscores the significance of inclusive education as a crucial factor for school improvement, with a school leader playing a pivotal role in expanding learning opportunities for all students. The research holds importance in multiple ways: Firstly, it advances inclusive education in Kazakhstan by highlighting successful practices that can be adopted by other school leaders to foster more inclusive school cultures, resulting in better student outcomes. Secondly, the study identifies leadership skills and strategies that can facilitate the development of effective leadership practices, benefiting policymakers and school leaders seeking to enhance their leadership capabilities. Lastly, the research offers evidence-based recommendations to inform policy decisions to enhance inclusive education in Kazakhstan, promoting inclusive schools' growth and practical leadership approaches. Given the limited research on leaders' perspectives in this domain, the study substantially contributes to the existing literature on inclusive education.
Method
Creswell (1998) explains that data generation methods refer to the techniques employed to collect data for empirical research. In case studies, it is common to utilize various sources of information to ensure a comprehensive analysis of the phenomenon under investigation. The semi-structured interview will be conducted on a one-on-one basis and will comprise of open-ended questions that enable participants to share their ideas freely. As stated by Johnson and Christensen (2012), open-ended questions will facilitate the collection of comprehensive and accurate information regarding the research topic. They are an essential aspect of qualitative research, which seeks to understand the subjective experiences of the participants using their own language. Furthermore, observations will be conducted as one of the data collection methods. According to Morgan et al., (2017), observation methods offer the advantage of going beyond other techniques that primarily or exclusively rely on self-reported data. Observations involve systematically watching and recording participants behaviors, interactions, and activities in their natural setting (Creswell, 2013). By observing the participants within the school environment, the researcher can gain valuable insights into how inclusive practices are implemented and experienced on a day-to-day basis. The observations will be guided by a predefined observation protocol to ensure consistency and relevance to the research objectives. Notes, field observations, and records will be taken during the observation process to document the observed behaviors and interactions. As a means of triangulation I will use document analysis, as organizational and institutional documents have long been a fundamental component of qualitative research. In recent times, there has been a rise in research reports and journal articles that incorporate document analysis as a crucial part of their methodology (Bowen, 2009). As a researcher I aim to enhance credibility through triangulation, which involves bringing together multiple sources of evidence (Eisner, 1991, p. 110). By analyzing data obtained through various methods, the researcher can validate findings across different datasets, thereby minimizing the influence of potential biases inherent in a single study.
Expected Outcomes
The research examining the impact of principal leadership on inclusive education implementation in a South Kazakhstani inclusive school is expected to yield valuable insights into various critical aspects of inclusive education. This comprehensive investigation aims to shed light on the following key outcomes: Firstly, the study is likely to identify effective leadership practices employed by school principals that positively influence the successful implementation of inclusive education. This may encompass strategies for fostering an inclusive school culture, promoting collaboration among staff members, and addressing the diverse needs of students. Moreover, the research is poised to uncover insights into how principals facilitate and encourage teacher collaboration within the school. Effective leadership may be linked to the promotion of professional development opportunities that enhance teachers' abilities to support diverse learners. Another significant aspect of the research involves examining how principals allocate resources to support inclusive education. This encompasses not only staffing considerations but also the allocation of material resources. Additionally, the study may identify effective support systems for students with diverse needs. Furthermore, the study is expected to provide recommendations for educational policies at regional or national levels that can support and enhance the implementation of inclusive education. This may involve highlighting areas where policy adjustments could be beneficial. Additionally, the role of principals in developing community and parental involvement in inclusive education will be explored. Effective leadership may be linked to creating partnerships with the community and ensuring parents are actively engaged in the inclusive education process. To contextualize the findings, the research may compare its results with international best practices in inclusive education leadership. This comparative analysis could provide insights into global trends and successful models that can be adapted to the South Kazakhstani context.
References
Ainscow, M., Booth, T. and Dyson, A. (2004), “Understanding and developing inclusive practices in schools: a collaborative action research network”, International Journal of Inclusive Education, 8(2), pp. 125-139. Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of educational change, 6(2). Ainscow, M. (2007). From special education to effective schools for all: a review of progress so far. The SAGE handbook of special education, 146-159. Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International journal of inclusive education, 14(4), 401-416. Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2002). Index for inclusion. Developing learning and participation in schools, 2. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40. Carrington, S. and Robinson, R. (2004) A case study of inclusive school development: a journey of learning, International Journal of Inclusive Education, 8(2), pp. 141-153. Connelly, L. M. (2010). What is phenomenology?. Medsurg Nursing, 19(2), 127. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, 4th edition. University of Nebraska-Lincoln. Forlin, C. (1995). Educators beliefs about inclusive practices in Western Australia. British Journal of Special Education, 22(4), 179-185. Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251-264. Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19-31. Makoelle, T. M. (2020). Schools’ transition toward inclusive education in post-Soviet countries: Selected cases in Kazakhstan. Sage Open, 10(2), 2158244020926586. Moberg, S., & Savolainen, H. (2003). Struggling for inclusive education in the North and the South: Educators perceptions on inclusive education in Finland and Zambia. International Journal of Rehabilitation Research, 26(1), 21-31. Morgan, S. J., Pullon, S. R., Macdonald, L. M., McKinlay, E. M., & Gray, B. V. (2017). Case study observational research: A framework for conducting case study research where observation data are the focus. Qualitative health research, 27(7), 1060-1068. Roberts, M. & Guerra, F. R. (2017). Principals perceptions of their knowledge in special education. Current Issues in Education, 20(1), 1-16. Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in schools, 5(1), 3-17.
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