K–12 Administration Of Inclusive Schools In Canada: A Literature Review Of Expectations And Qualliiffiiccattiionss Of Formal School Leaders

Abstract

The formal educational requirements for principals in Canada varysignificantly between educational jurisdictions. Principals are typicallyunprepared to lead inclusive schools upon graduation from educationalleadership programs, despite the importance of formal education andexperience in inclusive education in order to lead inclusive schools. Beingunprepared includes lacking knowledge about students with exceptionalitiesand how they can and should be accommodated. Whether administratorsvalue and support inclusion is imperative to schools being inclusive. Supportof inclusion can include the use of teachers’ varied and extensive skill setthrough distributed leadership. The utilization of a leadership style focusedon distributed leadership can be addressed through educational leadershipprograms, but also through professional development programs such aslocally developed programs on mentorship. Educational leadershipprograms need to change in order to develop leaders for inclusive schools.Until such change occurs, principals are in significant need of professionaldevelopment on inclusive education and how to lead inclusive schools