Translating theory to practice for principals working within inclusive education policy

Abstract

The introduction of inclusive education policy over the past 20 years has caused tension for many school leaders, particularly in the current climate of high-stakes accountability for schools. School leaders report being unprepared to deal with seemingly conflicting priorities or to help their staff translate inclusive education policy into meaningful practice that is feasible within the context of their individual school. In order to bridge this gap, school leaders need to be supported to engage in a variety of roles and to employ content, organisational and leadership knowledge and skills to transform their school culture. Only by using these processes and working collaboratively with staff and parents, can school leaders realise the vision of inclusive education policy at their school.