Leading Inclusive Education: Effective Practices.

Abstract

This study aimed to reveal the level of effective practices in leading inclusive education in inclusive mainstream schools in Irbid, Jordan, as a part of the initiative "Strengthening the Support System for Primary and Secondary Education Enrollment and Learning for Vulnerable Groups in Irbid Governorate", which is funded by the World Vision International Association in Irbid Governorate, considering the variables; (Gender, years of experience, number of courses and learning communities for implementing inclusive education, and academic qualification). A total of (12) principals of inclusive schools were recruited, who were selected utilising a purposive sampling method. The descriptive method was used. The researcher developed a questionnaire with fifty items distributed over five areas measuring effective practices in inclusive education leadership. These areas include school principals' practices to integrate students with disabilities, promoting awareness of inclusion programmes, implementing development plans, empowering and training the teaching staff, and confronting challenges. The results of the descriptive analysis revealed that school principals have a high level of effective practice in leading inclusive education. No statistically significant differences (α = 0.05) were observed attributable to the variables (gender, years of experience, number of courses, learning communities, and academic qualification). The findings also demonstrated the necessity of providing school principals with specific training in inclusive education. A number of suggestions were provided in light of the study's results.