Conceptualising a framework for school leaders as they foster an inclusive education culture in schools

Abstract

Abstract

The need to identify and address South African school leaders’ challenges in developing an inclusive education culture frames the purpose for the current study. A qualitative methodology using a multiple case study design in three secondary schools was employed. Data collection ensued through focus group interviews with School Management Teams (SMTs) and teachers. The findings highlight areas, which both challenge and overwhelm SMTs. These areas include the inadequate implementation of the Screening, Identification Assessment and Support (SIAS) policy, the need for parent support for inclusivity, and inclusive pedagogy limitations. Furthermore, there is a need for human and financial resources to support inclusive education. The study proposes a framework that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic and social justice leadership, focuses on ways to transform the school culture and offers practical guidance for translating the SIAS policy into practice.