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The Palgrave Handbook of Education Law for Schools pp 257–280Cite as

Palgrave Macmillan

Translating Theory to Practice for Principals Working Within Inclusive Education Policy

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Abstract

The introduction of inclusive education policy over the past 20 years has caused tension for many school leaders, particularly in the current climate of high-stakes accountability for schools. School leaders report being unprepared to deal with seemingly conflicting priorities or to help their staff translate inclusive education policy into meaningful practice that is feasible within the context of their individual school. In order to bridge this gap, school leaders need to be supported to engage in a variety of roles and to employ content, organisational and leadership knowledge and skills to transform their school culture. Only by using these processes and working collaboratively with staff and parents, can school leaders realise the vision of inclusive education policy at their school.

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  1. School of Education, University of Wollongong, Wollongong, NSW, Australia

    Amanda A. Webster

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  1. Amanda A. Webster
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Correspondence to Amanda A. Webster .

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Editors and Affiliations

  1. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, QLD, Australia

    Karen Trimmer

  2. School of Education, University of Wollongong, Wollongong, NSW, Australia

    Roselyn Dixon

  3. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, QLD, Australia

    Yvonne S. Findlay

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Webster, A.A. (2018). Translating Theory to Practice for Principals Working Within Inclusive Education Policy. In: Trimmer, K., Dixon, R., S. Findlay, Y. (eds) The Palgrave Handbook of Education Law for Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77751-1_11

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  • DOI: https://doi.org/10.1007/978-3-319-77751-1_11

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