The Critical Role of Principals in Leading Effective Inclusive Schools

Introduction

Principals are major players in operating and directing all administrative functions of schools, and they serve as ambassadors of the school within the community. They are expected to act as role models, promoting ethical standards and professional growth and creating a positive learning environment in the school (Woodcock & Woolfson, 2019). However, in the context of inclusive schools, achieving inclusion requires collaborative efforts between school leaders, teachers, parents, and community organizations, working hand in hand at both the school and community level to support all learners (Alkaabi et al., 2022).

Principals play a vital role in forming an educational environment that offers learning opportunities for all students, including those with special needs. Inclusive schools integrate children with special needs into general classrooms, which allows them to interact and socialize with other students as part of their general education. Inclusive schools have become increasingly common in the education sector as they provide equal opportunities for children with special needs to grow both academically and professionally (Whitaker, 2021).

As school leaders, principals are responsible for developing and supporting an inclusive culture that can improve students’ outcomes and achievements. According to the Disabilities Education Act, it is essential for school administration to incorporate children with special needs into general education so that they can achieve the same mandated standards as their peers. The purpose of this project is to highlight the critical role of principals in leading inclusive schools. The study examines the practices that principals adopt to make a difference while leading inclusive schools. Since principals work as school leaders, their actions and accountability determine their capability and skill in running school activities (Tamtik & Guenter, 2020). However, running inclusive schools can be challenging, particularly in managing the unique needs of children with special needs in the general classroom setting.

In 2006, the UAE government launched the School for All inclusion program under Federal Law No. 29, which mandated that public and private schools provide students with disabilities and students of determination with equal educational opportunities (KHDA, 2019). The Abu Dhabi Department of Education and Knowledge has also established policies and legislation to promote the inclusion of students of determination in regular schools to facilitate their social and linguistic development from early childhood. However, the adoption of inclusive practices in the general school setting faces many significant challenges given the unique needs of students of determination. To address these challenges, inclusive schools in the UAE are integrating with other policies and agendas to promote equality among all people (U.ae., 2023).

Effective leadership is critical for the success of inclusive schools. Principals in such schools must possess the necessary skills and knowledge to meet the needs of diverse students. As leaders, they must determine the actions and policies needed to provide inclusive education (Sun & Xin, 2020). Principals’ participation is the most important predictor of success in the concept of inclusive education as they drive change, improve services, and develop new course settings for the school. The present project aims to explore the diverse roles and responsibilities of principals in managing inclusive education in general school settings.

In addition to improving the quality of education, it is also the responsibility of school principals to develop a healthy and supportive environment within the school. quality should be considered as a continuous process of enhancement rather than a fixed goal or endpoint (Musah, et al., 2023). Principals who are committed to including disabled children and children with special needs in general education have the potential to make a significant impact in their communities (Sulasmi & Akrim, 2019). This study highlights the positive impact that principals are having on the education sector through their efforts to include all children in general school settings. However, the attitudes that principals possess are critical to the success or failure of inclusive education initiatives. Despite formal preparation processes for inclusive education, some schools still struggle to provide inclusive education services for their students. Therefore, this study will also address the challenges schools face in implementing inclusive education.