Last Updated on October 16, 2023 by Editorial Team
Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students – Unknown
That rightly said, the Principal is the main figure that can intentionally plan and facilitate the success of all students in the schools without making any student feel excluded. Among the various important factors that influence special children’s education, the Principal’s active role ranks high. A principal is an authority figure who regulates the services and protocols of education in the schools and provides a developing environment for children with special needs.
A principal can create changes and foster inclusivity in the schools. Through active efforts, principals can facilitate the growth and development of special children and help them compete with regular children.
A principal has multiple roles in fostering inclusive education. In this article, we will discuss some major roles the Principal plays in promoting inclusive education.
Exploring the role of Principal in inclusive education
The Principal plays a significant role in Inclusive Education. Some key roles of principals in Inclusive Education are-
1. Identifying the achievement gap for special children and working to reduce the gap.
The achievement gap for special children, despite many interventions, remains large. Various assisted technologies and policies have been established to ensure special children receive needed guidance and can be ranked equivalent to peers. The achievement gaps for special children lie on multiple levels, such as student, classroom, school, district, etc.
According to a meta-analysis of 23 studies[1], special children perform more than three years below their peers, which is a huge gap. As authority figures, principals can implement the necessary changes to help reduce the gaps.
For instance, to reduce this gap, principals can actively formulate and implement Individual Education Plans (IEP) goals for preschool or higher schools to bridge the student-level achievement gaps to provide special children with the necessary scaffolding.
2. Providing supportive relationships and environment
A growing and supportive environment is crucial for special children’s development. A principal can ensure the school environment is suitable for special children and supportive in all possible ways. Additionally, encouraging supportive relationships among children and teachers is again important for the development of children.
Principals can assist special education teachers and actively participate in developing supportive relationships and environments for the welfare of special children.
3. The quality standard of the school
The schools work on certain standards, and the Principal plays a significant role in establishing those standards. A quality standard includes well-discussed and well-reasoned standards that are appropriate for special children.
Some standards to consider are-
- Beliefs of school
What a school believes in is highly crucial for successful inclusive education. A principal should encourage inclusive beliefs among teachers and the school to foster inclusivity.
- Vocabulary used in the schools
A principal can formulate guidelines regarding the vocabulary used around children and in schools. Terms that label children or stereotype children should be banned to use. Principals can encourage special consideration regarding how to address the children and what terms can be used to avoid stereotypical remarks.
- Services provided
Another aspect that highlights the quality standard of schools for inclusive education is the services provided by the schools. Necessary scaffolding, assisted techniques, advanced technologies, etc., should be provided to special children, and individual needs should be considered for better progress of special children.
4. Assigning special education staff and Guiding the staff
Catering to the needs of special children requires complete knowledge of disabilities or disorders and how special children can be helped. Special education teachers practice dealing with special children and know their needs. Therefore, the Principal can actively guide the special teachers with the school’s vision and standards for achieving inclusive education.
A principal can collaboratively help the teachers to foster inclusivity in the schools.
5. Instructional strategies
Learning styles are different for all children. Every child learns at their own pace, though special children understand and learn at a relatively slow pace and significantly struggle with reading and learning. A principal should encourage customized instructional strategies for every child for maximum benefit.
Computer-assisted Instruction (CAI) can be encouraged by principals for the ease of children. Additionally, principals can discuss different instructional strategies with teachers that might benefit special children and be implemented in the classrooms.
6. Focusing on Individual student’s need
A similar instructional strategy might not work for every child. Some children might require remedial classes with personalized instructions or necessary prompts or multi-sensory learning courses for better grasping the concepts. Individual Instruction Plans (IEPs) can be encouraged by the Principal.
Additionally, principals can encourage teachers to keep the differences among children in mind while teaching. Lastly, principals can encourage collaborative teaching for the maximum benefit of special children.
7. Making general curriculum accessible to special children
Making the general curriculum accessible and approachable to special children is the key role of the Principal in fostering inclusive education. According to the Government policies, a core curriculum should be taught to all children. A principal plays a crucial role here by ensuring that special children grasp the curriculum effectively and all the resources required for grasping the curriculum are available for use.
An exclusive curriculum can hinder special children from reaching their full potential, resulting in less cognitive development. Therefore, apart from implementation, making the general curriculum accessible is highly crucial for the full development of special children, and this can only be achieved by the active participation of the Principal in formulating teaching and instructional facilities.
8. Regular discussions with staff to discuss the issues and plan the strategies
The needs and requirements of special children can be dynamic. One strategy that worked with one subject or topic might not work with another. Principals should encourage and actively help the teachers identify the issues with teaching special children and plan the strategies to help overcome the discussed issues.
9. Involving both parents and teachers to develop a better environment for special children.
Schools and teachers are not the only ones responsible for the development of children; homes and parents play a crucial role in the development of children.
An effective principal understands this and incorporates active input from parents and teachers to plan interventions for special children. An active discussion among principals, parents, and teachers can help develop IEPs that will help a child in education and promote growth and development. The communication among teachers and parents can also be carried out through applications for convenience.
10. Reinforcing achievements to boost the children’s self-esteem.
A little praise goes a long way. Praising and reinforcing the achievements of special children will make them feel worthy and boost their self-esteem. Celebrating little successes will motivate the children to achieve more.
Principals can encourage teachers to appreciate the little achievements of children and motivate the children for bigger goals. The Principal herself can actively engage in praising and appreciating the children to enhance the confidence of the children.
Teachers can make motivating and encouraging report card comments for special children to enhance self-esteem and self-confidence.
Concluding thoughts
Inclusive education is highly important for helping special children succeed. Schools play a major role in fostering inclusive education, and principals’ active efforts make inclusive education approachable to special children. A principal has many roles, from active discussions with parents and teachers to making the interventions possible.
A principal makes the vision of inclusivity possible by helping and assisting the teachers with the needs of special children and actively working with them to tackle the obstacles in the path of inclusivity.
Reference
- Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2018). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children. Advanced online publication. doi:10.1177/0014402918795830
I am Sehjal Goel, a psychology student, and a writer. I am currently pursuing my Masters’s from Banaras Hindu University, Varanasi. Child psychology has always fascinated me and I have a deep interest in learning about disabilities in children and spreading awareness regarding the same. My other areas of interest are neuropsychology and cognitive psychology. Connect me on Linkedin