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Leading school communities to implement a sustainable school-wide model leading to enhancing learning outcomes for students with ASD

Journal Article


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Abstract


  • The crucial role of school leaders in inclusive

    schools for students with autism spectrum

    disorder (ASD) has received more attention

    in recent years. A pilot study was conducted

    in three Australian/Queensland schools to

    trial a shared model of school leadership in

    implementing a whole school approach for

    students with ASD. Schools established an ASD

    leadership team, which was headed up by the

    school principal and head of special education

    (HOSE) but also included a classroom teacher,

    and a parent of a child with ASD. Together the

    principal and HOSE led the team in assessing

    their current practices and establishing an

    action plan to establish effective practices for

    students with ASD at a whole school, classroom

    and individual student level. Findings indicate

    that the active engagement of the principal in

    leading the vision and development of inclusive

    practices was essential to empowering the

    HOSE to become an instructional leader in the

    school. In addition, the partnership between

    the principal and head of special education

    were important in helping the principal to gain

    knowledge and skills in effective practice for

    students with ASD, and to position the HOSE

    to create effective instructional practices

    throughout the school for students with ASD.

Publication Date


  • 2015

Citation


  • Webster, A. & Wilkinson, J. (2015). Leading school communities to implement a sustainable school-wide model leading to enhancing learning outcomes for students with ASD. Special Education Perspectives, 24 (1), 27-37.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3022&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2023

Number Of Pages


  • 10

Start Page


  • 27

End Page


  • 37

Volume


  • 24

Issue


  • 1

Place Of Publication


  • Australia

Abstract


  • The crucial role of school leaders in inclusive

    schools for students with autism spectrum

    disorder (ASD) has received more attention

    in recent years. A pilot study was conducted

    in three Australian/Queensland schools to

    trial a shared model of school leadership in

    implementing a whole school approach for

    students with ASD. Schools established an ASD

    leadership team, which was headed up by the

    school principal and head of special education

    (HOSE) but also included a classroom teacher,

    and a parent of a child with ASD. Together the

    principal and HOSE led the team in assessing

    their current practices and establishing an

    action plan to establish effective practices for

    students with ASD at a whole school, classroom

    and individual student level. Findings indicate

    that the active engagement of the principal in

    leading the vision and development of inclusive

    practices was essential to empowering the

    HOSE to become an instructional leader in the

    school. In addition, the partnership between

    the principal and head of special education

    were important in helping the principal to gain

    knowledge and skills in effective practice for

    students with ASD, and to position the HOSE

    to create effective instructional practices

    throughout the school for students with ASD.

Publication Date


  • 2015

Citation


  • Webster, A. & Wilkinson, J. (2015). Leading school communities to implement a sustainable school-wide model leading to enhancing learning outcomes for students with ASD. Special Education Perspectives, 24 (1), 27-37.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3022&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2023

Number Of Pages


  • 10

Start Page


  • 27

End Page


  • 37

Volume


  • 24

Issue


  • 1

Place Of Publication


  • Australia