Key Position of Class Teachers to Promote Inclusive Education Perspectives

Abstract

The concept of inclusive education has emerged as a paradigm-shifting idea in the global educational landscape, redefining educational practices and arguing for the equal access of all learners. This research examines the critical role played by class teachers in advancing inclusive education perspectives, and elucidates the dynamic relationship between the teacher's leadership, the organization's culture, and the enactment of policy. Based on a range of empirical research and theoretical models, such as that of Ainscow (1991) who has explored how to develop inclusive education systems, and that of Traver-Marti et al. (1995) who have examined distributed leadership, this study examines the role of class teachers in catalysing change in educational contexts. Ainscow and Messiou's focus on student involvement in the drive for inclusion highlights the role of student voice in the design of inclusive practices. Further, the work of McGhie-Richmond and Haider highlights the overlapping responsibilities of teachers, teacher education and school leaders in implementing the research into inclusive practice. This research builds on the work of Kozleski, Sengupta, and Moran, who all offer a different perspective, and highlights the continuing development of inclusive education as a process, rather than a fixed goal. In addition it provides practical suggestions to improve the capacity of school leaders to effectively lead inclusive education programmes as proposed by Romanuck Murphy. This paper adds to the fledgling debate on inclusive education by highlighting the importance of the role of the class teacher in leading the way towards systemic change and inclusive education.