Administrative Leadership in the Age of Inclusion: Promoting Best Practices and Teacher Empowerment

Abstract

This paper presents ways administrative leaders in schools can facilitate inclusive education. It is argued that inclusive teaching models must provide access to the regular curriculum and assessment procedures, but also yield achievement gains in students, which are, at least, as effective as traditional methods. Moreover, these models must also reflect values that are consistent with humanitarian principles and embedded within the concept of inclusive education. Although more research is required, differentiated instruction and co-teaching appear to represent two such instructional models. However, adopting these models requires effective leadership strategies, which empower teachers.