Principal’s stress: tensions between the requirements of the disability discrimination legislation and the governance of inclusion in schools
Keeffe, Mary (2004) Principal’s stress: tensions between the requirements of the disability discrimination legislation and the governance of inclusion in schools. In AARE Annual Conference, 28th November - 2nd December, Melbourne, Australia.
This paper examines qualitative perspectives that principals in schools have of the disability discrimination legislation. Perspectives from in-depth interviews with six school principals and two focus groups of twenty-eight principals describe attitudes toward the disability discrimination legislation, particularly as these attitudes relate to the governance of inclusion. The study found that a reduced level of knowledge of the disability discrimination legislation and vague, ineffectual inclusive education policies contributed to leadership problems in the governance of inclusion. A combination of such factors increased stressful, reactive decision-making responses from principals particularly when complex school situations related to students with disabilities and challenging behaviours. The study proposed that collaborative decision-making to create shared understandings about disability issues was more effective in creating inclusive school cultures than the imposed requirements of the disability discrimination legislation.
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|Item Type:||Conference Paper|
|Keywords:||Educational leadership, governance, inclusion, legislation, disability|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 (please consult author)|
|Deposited On:||07 Apr 2005|
|Last Modified:||09 Jun 2010 12:24|
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