Inclusion and Leadership initiatives

Inclusion has gone through many phases and stages, and school principals have responded to it differently. According to Clough, there is a necessity to focus attentively with greater openness on how learning occurs in ways that allow all students to be included and emphasize curriculum and pedagogy. According to Riehl, principals conquer positions in schools that convey various responsibilities and opportunities, which work in a specific tradition of practices with individualized strengths and weaknesses. Inclusion carried a notable growth in educational services and facilities worldwide in the twentieth century.

Thus, the unique education system has expanded, and this growth included exceptional learners with learning difficulties. In other words, access to education has become available to all children, and inclusive education has been strengthened. However, from 1981 to the late 1990s, a new framework was established to manage special needs evaluation and decision making. For example, the “disability category” was abolished and replaced by the concept of “special education needs” The purpose of identifying special education needs provided a flexible way to manage interventions and resources rather than lifelong labeling. The word “inclusion” means access to education. This supports the claim that a unique education system addresses differences and expands opportunities.