Leadership for Inclusive Education: Values, Vision and Voices -- TABLE OF CONTENTS -- 1. LEADERSHIP FOR INCLUSIVE EDUCATION:SETTING THE CONTEXT -- INTRODUCTION -- OUTLINE OF THE BOOK -- REFERENCES -- AFFILIATIONS -- SECTION ONE: SOCIO-CULTRUAL CONTEXT -- INTRODUCTION -- REFERENCES -- 2. INCLUDING WHO? DECONSTRUCTING THE DISCOURSE -- INTRODUCTION -- INCLUSION IN SCHOOLS -- THE HEART OF THE MATTER -- CONCLUSION: IMPLICATIONS FOR SCHOOL LEADERSHIP? -- REFERENCES -- AFFILIATION -- 3. SPECIAL EDUCATION WITHIN THE CONTEXT OF AN INCLUSIVE SCHOOL -- INTRODUCTION -- SEN, INCLUSION AND DIVERSITY -- WHAT IS MEANT BY SEN? -- Personal Anecdote and Reflection -- EFFECTIVE LEADERSHIP OF SEN -- SOME KEY PRINCIPLES FOR PRACTICE -- Identification of Need -- Case Study 1 -- The Social Model Framing SEN -- Case Study 2 -- Critical Evaluation of the Impact of Support Strategies -- CONCLUSION -- REFERENCES -- AFFILIATION -- 4. IDENTITY, INCLUSION AND LEADERSHIP -- INTRODUCTION -- WHAT IS IDENTITY? -- LEADERSHIP AS IDENTITY CONSTRUCTION -- DEMOCRATIC CITIZENSHIP AS AUTHENTIC INCLUSION -- CONCLUSION: DEMOCRATIC CITIZENSHIP AS INCLUSIVE IDENTITY -- REFERENCES -- AFFILIATION -- 5. INCLUSION THROUGH THE LENS OF SCHOOL CULTURE -- INTRODUCTION -- SCHOOL CULTURE -- SCHOOL CULTURE AND LEADERSHIP -- INCLUSIVE SCHOOL CULTURE - AN ALTERNATIVE MODEL -- CONCLUSION -- REFERENCES -- AFFILIATION -- SECTION TWO: POLICY CONTEXT -- INTRODUCTION -- REFERENCE -- 6. PULLING TOGETHER, NOT PULLING APART: LEADERSHIP THAT HARNESSES THE POWER OF DIVERSITY AND COMPLEXITY TO INCREASE INCLUSION -- THE CHANGING LEADERSHIP LANDSCAPE -- WHY THIS PREVAILING EDUCATIONAL CULTURE IS PROBLEMATIC -- THE REALITIES OF SCHOOLS TODAY: COMPLEX AND DIVERSE -- Diversity in the School Context? -- Complexity in the School Context -- THE IMPLICATIONS OF DEVELOPING LEADERS TO LEAD DIVERSEAND COMPLEX SITUATIONS.

CONCLUSION -- REFERENCES -- AFFILIATIONS -- 7. LEADING INCLUSIVE SCHOOLS: IN SEARCH OF POLICY IMPERATIVES -- INTRODUCTION -- THE OECD AND IMPROVING SCHOOL LEADERSHIP -- SCHOOL AUTONOMY -- PERFORMATIVITY AND NEW MANAGERIALISM: AN UNCHALLENGED MODEL -- CHOOSING A MODEL FOR IMPROVING SCHOOL LEADERSHIP -- A MODEL FOR LEADERSHIP DEVELOPMENT -- CONCLUSION -- REFERENCES -- AFFILIATION -- 8. INCLUSION: A CRITIQUE OF SELECTED NATIONAL POLICY FRAMEWORKS -- INTRODUCTION -- INCLUSION - AN ELUSIVE CONCEPT -- LEGISLATION AND POLICIES -- CHALLENGES AND PRACTICES -- INCLUSIVE EDUCATION - REACHING FOR THE STARS? -- REFERENCES -- AFFILIATION -- 9. TEACHING FOR DEMOCRATIC AGENCY: AN INTERNATIONAL PERSPECTIVE -- INTRODUCTION -- WHAT IS ICCS? -- Participants in ICCS 2009 and Basic Elements ofDemocratic Preparedness -- FINDINGS AND DISCUSSION -- Values, Trust and Perceptions of the Good Citizen -- Attitudes and interest in Political Issues and Participation -- Gender and Immigration Background -- Knowledge, Skills and Understanding. The Student and the School -- Schools and Teachers: How Education for Citizenship is Organized and Conducted -- CONCLUSION -- REFERENCES -- AFFILIATION -- SECTION THREE: LEADERSHIP DOMAIN -- 10. LEADERSHIP FOR INCLUSION: AN OVERVIEW -- INTRODUCTION -- Inclusion as an Educational and Societal Priority -- GOING DEEPER: DEFINING INCLUSIVE EDUCATION -- THE IMPORTANCE OF LEADERSHIP -- EXPLORING THE THEORY AND PRACTICE OF INCLUSIVE LEADERSHIP -- THE IMPLICATIONS FOR LEADERSHIP DEVELOPMENT -- THE IDEAL OF INCLUSION: A FUTURE WORTH FIGHTING FOR? -- REFERENCES -- AFFILIATIONS -- 11. LEADERSHIP AND INCLUSION: THE POWER OF DIALOGUE -- INTRODUCTION -- A NEED FOR TRANSFORMATIVE LEADERSHIP? -- THE POWER OF DIALOGUES -- LEADERSHIP AND DIALOGUE -- EDUCATIONAL LEADERS AS "PACTICAL AUTHORS" -- CONCLUSION -- R EFERENCES -- AFFILIATIONS.

12. LEADERSHIP FOR INCLUSION: PROFESSIONAL DEVELOPMENT OF LEADERS -- INTRODUCTION -- LEADERSHIP MATTERS -- INCLUSIVE LEADERS: PREPARATION AND DEVLEOPMENT -- Transformative Learning Explained -- Transformative Learning Experiences Explained -- A LEADERSHIP DEVELOPMENT FRAMEWORK -- EXAMPLES OF THE APPLICATION OF THIS FRAMEWORK -- An Erasmus Intensive Programme (Erasmus IP) -- A Leadership Programme for New Head Teachers: The New Visions Programme in England -- Joint Services Specialist (JSP) Firearms Commander Development programme -- WHAT HAS BEEN LEARNT FROM THESE STUDIES? -- THE VALUE OF THE TRANSFORMATIVE LEARNING FRAMEWORK FOR LEADERS -- CONCLUSION -- REFERENCES -- AFFILIATION -- 13. STAFF DEVELOPMENT FOR INCLUSION -- INTRODUCTION -- CONDITIONS OF LEARNING FOR EACH STUDENT -- CONDITIONS OF INCLUSIVE TEACHING -- TEACHERS' DEVELOPMENT: DIRECTIONS AND PRACTICES -- CLOSING REMARKS -- REFERENCES -- AFFILIATION -- 14. STUDENTS AND LEADERSHIP FOR INCLUSION: Including Students in Leadership and Teaching -- TEACHING, LEADERSHIP AND STUDENTS -- INCLUSION AND CHILDREN AS CITIZENS -- CITIZENSHIP AND CHILDREN'S PARTICIPATION -- CONCLUDING THOUGHTS: CHIDREN AS (POLITICAL) LEADERS? -- REFERENCES -- AFFILIATION -- 15. DEVELOPING PARTICIPATION FOR INCLUSIONTHROUGH INTERNATIONAL CRITICAL FRIENDSHIP: A Case Study -- INTRODUCTION -- THE PROJECT AT SOUTH AVENUE INFANT SCHOOL -- CRITICAL FRIENDSHIP: INTRODUCING THE MATERIALS TO MASTERS STUDENTS -- REVISITING SOUTH AVENUE -- AN UNUSUAL FORM OF CRITICAL FRIENDSHIP -- REFERENCES -- AFFILIATION -- 16. CODA: Moving Forward with Confidence and Courage -- AFFILIATIONS.