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- Title
Self-Determination and Inclusion: The Role of Canadian Principals in Catalyzing Inclusive-Positive Practices.
- Authors
Harris MacCormack, Jeffrey William; Sider, Steve; Maich, Kimberly; Specht, Jacqueline Ann
- Abstract
While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principals. Without genuine engagement and buy-in from school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. The framework of self-determination theory provides a path by which principals can catalyze attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes interviews with 21 principals. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices.
- Subjects
SELF-determination theory; ABILITY grouping (Education); BEST practices; INCLUSIVE education; SPECIAL education; PERFORMANCE
- Publication
International Journal of Education Policy & Leadership, 2021, Vol 17, Issue 2, p1
- ISSN
1555-5062
- Publication type
Article
- DOI
10.22230/ijepl.2021v17n2a969