School Principals and Inclusive Schools: A Case Study of Complex Contexts and Competing Perspectives

Abstract

Case studies have increasingly been used in the field of Education to help school teachersand principals engage in reflection and effective practices. This case study is particularlyrelevant to the dilemmas encountered when supporting students with disabilities in schools.The school principal in the case, Mr. Thomas Donaldson, is committed to supporting allstudents in the school. Mr. Donaldson believes that students’ attachment to school formsthrough healthy relationships built on empathy and commitment between teachers andstudents. Teachers require time, compassion, and professional learning opportunities to bestsupport students with disabilities in ways that result in positive changes for everyone. Mr.Donaldson tries to approach his teachers the same way: He seeks to know and understand thediverse needs and values of his teachers and offers them his perspectives on inclusive,meaningful learning opportunities in the hope of provoking change. The case study beginswith a description of the context in which the school is situated. The case then presents theperspectives of Mr. Donaldson and three new teachers before the start of the school year.These perspectives provide a backdrop to the realities principals face as they strive togenerate cohesive approaches infused from inclusive ideals and guided in the realities theirstudents live. Meeting the needs of his teachers and their students, Mr. Donaldson looksforward to cultivating a healthy inclusive school atmosphere. The case concludes with ananalysis of key aspects including attachment, teacher efficacy, and inclusion.