Intentional leadership can unite, motivate and empower all educators to work towards the common goal of creating a truly inclusive culture in which all children, with or without disabilities, are supported and enabled to fully participate in every aspect of daily life and learning.
This book recognises diverse manifestations of special educational needs, from communication difficulties and delays in learning, to social and physical disabilities, and considers the ways in which these needs might be embraced within inclusive mainstream settings. Key to this is robust and purposeful leadership that removes barriers to learning, changes existing attitudes and values, motivates staff and foregrounds holistic learning opportunities and experiences. Chapters draw on theoretical models, reflect on international and national policies, and consider topics including:
- the image of the child
- physical, aesthetic and temporal aspects of the learning environment
- relational pedagogy
- long-, medium- and short-term planning
- the role of assessment
- collaborative working with parents, families and other professionals.
In-depth descriptions of behaviours and leadership strategies, practice scenarios and activities support the reader’s understanding. Intentional Leadership for Effective Inclusion in Early Childhood Education and Care is a comprehensive guide for students, teachers and practitioners involved in Early Childhood Education and Care, Social Care and Early Intervention programmes.
Table of Contents
List of Tables
List of Figures
Glossary of Terms
Chapter 1: Introduction
Chapter 2: Understanding Special Educational Needs and Disabilities
Chapter 3: Attitudes, Values and Beliefs
Chapter 4 : Leading and Sustaining an Inclusive Culture
Chapter 5: Leading, Building and Maintaining an Inclusive Learning Environment
Chapter 6: Leading and Maintaining and Emotionally Safe Environment
Chapter 7: Leadership in Planning an Inclusive and Responsive Curriculum
Chapter 8: Leading Assessment for Learning to Support Inclusion
Chapter 9: Leading Collaborative Working
Chapter 10: Intentional Leadership for Inclusion: Final Thoughts
Dr Mary Moloney is a researcher, author and lecturer in Early Childhood Care and Education at Mary Immaculate College, Ireland. Mary previously worked as an early years educator, and has extensive experience of working with young children, and of leadership and management in the early childhood education and care field.
Eucharia McCarthy is senior lecturer and Director of the Curriculum Development Unit and lecturer in Special Education at Mary Immaculate College, Ireland. She is also a PhD student at the University of Northampton.