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Translating theory to practice for principals working within inclusive education policy

Chapter


Abstract


  • In the 21st century, inclusive education is considered not just good practice,

    but a right for all children, including students with disabilities (McLeskey

    et al. 2014; Peters 2007). As a reflection of this philosophy, many countries

    have passed legislation and policies establishing the right of children with disabilities

    to have the same educational opportunities as their peers (Artiles

    et al. 2011). Recent research (Graham and Spandagou 2011; Webster and

    Roberts 2015) suggests that although school leaders may believe in the theory

    of inclusive education, they often experience difficulties with the practical

    reality of addressing the diverse needs of students with disabilities within the

    mainstream curriculum and environment.

Publication Date


  • 2018

Citation


  • Webster, A. A. (2018). Translating theory to practice for principals working within inclusive education policy. In K. Trimmer, R. Dixon & Y. S. Findlay (Eds.), The Palgrave Handbook of Education Law for Schools (pp. 257-280). Cham, Switzerland: Palgrave Macmillan.

International Standard Book Number (isbn) 13


  • 9783319777504

Scopus Eid


  • 2-s2.0-85053959369

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4076

Book Title


  • The Palgrave Handbook of Education Law for Schools

Has Global Citation Frequency


Start Page


  • 257

End Page


  • 280

Place Of Publication


  • Cham, Switzerland

Abstract


  • In the 21st century, inclusive education is considered not just good practice,

    but a right for all children, including students with disabilities (McLeskey

    et al. 2014; Peters 2007). As a reflection of this philosophy, many countries

    have passed legislation and policies establishing the right of children with disabilities

    to have the same educational opportunities as their peers (Artiles

    et al. 2011). Recent research (Graham and Spandagou 2011; Webster and

    Roberts 2015) suggests that although school leaders may believe in the theory

    of inclusive education, they often experience difficulties with the practical

    reality of addressing the diverse needs of students with disabilities within the

    mainstream curriculum and environment.

Publication Date


  • 2018

Citation


  • Webster, A. A. (2018). Translating theory to practice for principals working within inclusive education policy. In K. Trimmer, R. Dixon & Y. S. Findlay (Eds.), The Palgrave Handbook of Education Law for Schools (pp. 257-280). Cham, Switzerland: Palgrave Macmillan.

International Standard Book Number (isbn) 13


  • 9783319777504

Scopus Eid


  • 2-s2.0-85053959369

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4076

Book Title


  • The Palgrave Handbook of Education Law for Schools

Has Global Citation Frequency


Start Page


  • 257

End Page


  • 280

Place Of Publication


  • Cham, Switzerland