CHAPTER 4: ANALYSIS AND DISCUSSION

Principals Who Have Cultivated Effective Inclusive Practices within Their Schools

[Name of the Institute]Table of Contents

CHAPTER 4: ANALYSIS AND DISCUSSION3

4.1 Introduction3

4.2 Schools Selection5

4.3 Qualitative Analysis from Interviews with Principals7

4.3.1 Demographics of Principals Interviewed8

4.3.2 Setting the Direction12

4.3.2.1 Primary Goals of Principals13

4.3.2.2 Principals' Understanding towards Students' Needs and Behaviors16

4.3.2.2.1 Emotional/Social/Psychological Needs17

4.3.2.2.2 Mental and Physical Needs of Students19

4.3.2.2.3 Instructional/Academic Needs21

4.3.2.3 Leadership Strategies of Principals towards Building Relationship with Students24

4.3.2.4 Characteristics of Principal in Developing Set of Direction25

4.3.2.5 Leadership Style of Principals in Effective Inclusive Schools27

4.3.3 Redesigning the Organization29

4.3.3.1 Key Factors of Redesigning the Organization30

4.3.3.2 Essential Skills Required for Inclusive Teachers32

4.3.3.3 Learning Community and Shared Responsibility33

4.3.3.4 Role of Principal in Facilitating Teachers to Work Collaboratively35

4.3.3.5 Duration of Developing and Implementation of Redesign Plan37

4.3.3.6 Frequency of Discussing Topic of Inclusive Education in General Meetings38

4.3.3.7 Culture of Shared Learning, Risk Taking and Leadership Skills among Teachers40

4.3.4 Improving Working Conditions40

4.3.4.1 Good Working Conditions for Staff42

4.3.4.2 Resources Provided to Teachers43

4.3.4.3 Collaboration between General and Special Education Teachers45

4.3.4.4 Improved Work Schedules46

4.3.5 Providing High-Quality Instruction in All Settings47

4.3.5.1 Improved Instruction in Inclusive Schools48

4.3.5.2 Monitoring Student Progress and Supporting Teachers49

4.3.5.3 Student Success in Academic and Social Content in Inclusive Schools50

4.3.5.4 Immersing Teachers towards High-Quality Instruction51

4.3.5.5 Activities of Teachers in Improving the Quality of their Instruction51

4.3.5.6 High Quality Instruction and Increased Achievement of Students52

4.3.6 Using Data to Drive Decision Making53

4.3.6.1 Significant Reasons for Using Data Monitoring System53

4.3.6.2 Data Monitoring and Inclusive Movement54

4.3.6.3 Information of Student Progress and School Vision54

4.3.6.4 Advantages of Data Monitoring System55

4.4 Quantitative Analysis from Questionnaire Responses of Teachers55

4.4.1 Setting the Direction56

4.4.2 Redesigning the Organization57

4.4.3 Improving Working Conditions59

4.4.4 Providing High-Quality Instruction in All Settings61

4.4.5 Using Data to Drive Decision Making63

4.5 Discussions64

References75

APPENDIX A83

INTERVIEW QUESTIONS - ELEMENTARY SCHOOL PRINCIPALS83

APPENDIX B86

SURVEY QUESTIONNAIRE - ELEMENTARY SCHOOL PRINCIPALS (BASED ON ANSWERS PROVIDED BY PRINCIPALS)86

CHAPTER 4: ANALYSIS AND DISCUSSION

4.1 Introduction

The chapter focuses on the analysis and discussion of the results obtained from the data of the study. The chapter discusses the results from, observation of researcher at the school, telephonic phenomenological interviews with principals that have cultivated the effective inclusive within their schools and based on those interview responses also focuses on results on teachers' perceptions working with those principals and the extent which they believe that their principals have cultivated the effective inclusive practices. The findings focus on questions designed in terms of conceptual framework in order to explore the experiences and perspectives of principals and teachers inclusive practices and their understanding of inclusive education. The first component of this study which is based on qualitative analysis and survey interviews with principals that self report that they have cultivated effective inclusive practices or programs in the school indicates that, majority of principals are in favor of inclusive education practices however considering the fact that integration is difficult task they indicated that they are facing enormous challenges to achieve this goal.

The findings of open-ended telephonic conversations with the principals are further supported by the quantitative data obtained through the survey questionnaires from 25 teachers which is designed after culminating the answers of principals surrounding ...