THE ROLE OF LEADERSHIP MANAGEMENT IN IMPROVING INCLUSIVE EDUCATION
##semicolon##
Leadership management##common.commaListSeparator## Education leadership##common.commaListSeparator## Inclusive educationसार
Inclusive education is a progressive approach thatpromotes diversity as a key force for the development of all students. In this context, the role of leadership management is crucial in determining the successful implementation of inclusive education in educational institutions. This chapter examines and analyzes the key role of leadership management in promoting inclusive education, focusing on critical aspects that influence the formation of supportive learning environments.This chapter discusses the basic concepts of leadership management in inclusive education, outlining effective strategies to promote inclusivity at different levels of institutions. Emphasis is placed on the role of leaders in shaping an inclusive school culture, facilitating collaboration between various stakeholders, and efficiently managing resources to meet the needs of diverse students. Through a comprehensive literature review and integration of empirical research results, this chapter presents insights into how leadership management can support a paradigm shift towards inclusive education. By exploring best practices and possible challenges, this article provides practical guidance for education leaders, teachers, and policymakers to design and implement effective strategies. It is hoped that this chapter can contribute to a further understanding of the complexity of the role of leadership management in the context of inclusive education, thus encouraging the creation of educational institutions that are more responsive and oriented to the needs of all students
##submission.citations##
Agbenyega, J. S., & Klibthong, S. (2022). Giving voice: inclusive early childhood teachers’
perspectives about their school leaders’ leadership practices. International Journal of
Leadership in Education, 00(00), 1–17. https://doi.org/10.1080/13603124.2022.2052761
Akinbami, C. A. O. (2021). Migration and climate change impacts on rural entrepreneurs in nigeria: A gender perspective. Sustainability (Switzerland), 13(16).
https://doi.org/10.3390/su13168882
Al-Khateeb, A. A., Ayasrah, M. N., Beirat, M. A., & Yahya, S. M. (2023). A Proposed Model for
Developing Creative Leadership Practices for Managers of Inclusive Educational Institutions in
Jordan. Journal of Higher Education Theory and Practice, 23(4), 60–78.
https://doi.org/10.33423/jhetp.v23i4.5889
Aleixo, A. M., Leal, S., & Azeiteiro, U. M. (2018). Conceptualization of sustainable higher
education institutions, roles, barriers, and challenges for sustainability: An exploratory study
in Portugal. Journal of Cleaner Production, 172, 1664–1673.
https://doi.org/10.1016/j.jclepro.2016.11.010
Alfina, A., & Anwar, R. N. (2020). MANAJEMEN SEKOLAH RAMAH ANAK PAUD INKLUSI.
AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 4(1), 36–47.
https://doi.org/10.33650/al-tanzim.v4i1.975
Apriyono, J. (2013). Collaborative learning: A foundation for building togetherness and skills.
Jurnal Pendidikan Luar Sekolah, 17(1), 292–304.
Barbosa, C. P., Belian, R. B., & de Araújo, C. M. T. (2021). Continuing education in the child
health handbook: an educational software for primary care1. Jornal de Pediatria, 97(1), 80–
https://doi.org/10.1016/j.jped.2019.12.003
Başari, G., Aktepebaşi, A., Yagci, E., & Akdag, S. (2017). Postgraduate thesis assessment in
educational management supervision and planning. Procedia Computer Science, 120, 887–
https://doi.org/10.1016/j.procs.2017.11.322
Carvalho, A. E., Cosme, A., & Veiga, A. (2023). Inclusive Education Systems: The Struggle for
Equity and the Promotion of Autonomy in Portugal. Education Sciences, 13(9), 875.
https://doi.org/10.3390/educsci13090875
Chen, S., Qian, D., Burström, K., & Burström, B. (2020). Impact of an educational intervention
in primary care on fasting blood glucose levels and diabetes knowledge among patients with
type 2 diabetes mellitus in rural China. Patient Education and Counseling.
https://doi.org/https://doi.org/10.1016/j.pec.2020.03.010
Coleman, J. S., & James, J. (1961). The equilibrium size distribution of freely-forming groups.
Sociometry, 24(1), 36–45.
Crooks, C. V., Exner-Cortens, D., Siebold, W., Moore, K., Grassgreen, L., Owen, P., Rausch, A.,
& Rosier, M. (2018). The role of relationships in collaborative partnership success: Lessons
from the Alaska Fourth R project. Evaluation and Program Planning, 67(May 2017), 97–104.
https://doi.org/10.1016/j.evalprogplan.2017.12.007
Dan, P. I. (2015). Pendidikan inklusif dan perlindungan anak.
Darley, W. K. (2021). Doctoral education in business and management in Africa: Challenges
and imperatives in policies and strategies. The International Journal of Management
Education, 19(2), 100504. https://doi.org/10.1016/j.ijme.2021.100504
Diaz-Vega, M., Moreno-Rodriguez, R., López-Díaz, J. M., & López-Bastías, J. L. (2022). Keys
to Build an Inclusive University System: The Case of Spanish Public Universities. Social
Sciences, 12(1), 11. https://doi.org/10.3390/socsci12010011
Eiríksdóttir, E., & Rosvall, P.-Å. (2019). VET Teachers’ Interpretations of Individualisation and
Teaching of Skills and Social Order in two Nordic Countries. European Educational Research
Journal, 18(3), 355–375. https://doi.org/10.1177/1474904119830022
Elmassri, M., Pajuelo, M. L., Alahbabi, A. A., Alali, A. M., Alzitawi, M., Hussain, H., Alnabhani,
K., & Elrazaz, T. (2023). Student Perceptions of Pedagogical Approaches to Integrating the SDG
into Business School Education. Sustainability (Switzerland), 15(19).
https://doi.org/10.3390/su151914084
Fayol, H. (1916). General principles of management. Classics of Organization Theory, 2(15),
–69
Novateur Publication