Systemic Barriers to Inclusion: Leadership Practices to Support Inclusion

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cityu.schoolSchool of Education and Leadership
cityu.siteOther
cityu.site.countryCanada
dc.contributor.authorLacourse, Jennifer
dc.date.accessioned2022-10-17T21:10:21Z
dc.date.available2022-10-17T21:10:21Z
dc.date.issued2022-09-14
dc.description.abstractThe education system continues to struggle to implement inclusive practices for neurodiverse students. Despite a shift in education from segregation to inclusion, many barriers still preclude inclusion from becoming a true practice of education. In Alberta, Canada, not only are neurodiverse students calling for equity in the classroom, but students from various cultural backgrounds are entering schools, creating diverse and complex classrooms. Teachers attempt to provide individual learning opportunities for all students but as class complexity increases this becomes impractical (Alberta Teachers' Association, 2021). Through the identification of systemic barriers that continue to hamper inclusive educational development, school leaders can find solutions. Regarding special education classes Jenson (2018) believed "special education continues to promote attitudes of disability being tragic and undesirable, consequently further excluding and oppressing these students" (p. 54). Teacher perceptions and attitudes focus on medical label of the child and not the individual nature of the child. The use of standardized curricula and assessments continue to be detrimental to inclusive education, particularly at the high school level (Jurado-de-los-Santos et al., 2021). Teacher and principal leadership, perspectives, and willingness to change practices are important for realizing inclusive education (Theoharis et al., 2016). An extensive literature review outlines promising practices for school leaders to undertake to beat the systemic barriers until a revolution happens within the whole education system.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1905
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectinclusion
dc.subjectleadership
dc.subjectinclusive education
dc.subjectsystemic barriers
dc.subjectschool culture
dc.subjectuniversal design for learning
dc.subjectgradual release of responsibility
dc.titleSystemic Barriers to Inclusion: Leadership Practices to Support Inclusion
dc.typeCapstone
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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