<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>
The transition from face-to-face education to a primarily teleworking atmosphere following the Spring 2020 onset of COVID-19 left many faculty members floundering, struggling to effectively utilize online learning and communication platforms; to feel connected; and to continue accessing collaboration and professional development opportunities. This qualitative phenomenology study is one of the first in-depth qualitative reviews to explore faculty’s perceptions toward connectedness since teleworking as a result of the COVID-19 pandemic. This study was conducted during the Spring and Summer semesters of 2020, when the initial spread of COVID-19 occurred, forcing professionals and students alike to stay home to learn and work. The participants in this study included 11 full-time faculty from two universities in the United States who taught primarily face-to-face classes prior to COVID-19 and began teleworking as a result of the pandemic. The findings suggested faculty faced a slew of challenges related to communication, collaboration, and a sense of community while teleworking as a result of COVID-19, including ineffective communication, technology and access challenges, a lack of time and training, and feelings of disconnect. Participants also outlined strategies they believed to be effective to support connectedness while teleworking, such as video conferencing, regular communication, and enhanced collaboration opportunities. Given the volatile nature of COVID-19 and its implications for higher education institutions, it is highly likely that issues relating to connectedness while teleworking will remain relevant for the foreseeable future. Faculty and postsecondary administrators may use the findings from this study to guide discussions about whether their efforts to enhance overall perceptions of connectedness and faculty satisfaction have been successful, or whether efforts need to be revisited, revised, or enhanced.
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