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

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.