Leading the Change: The Crucial Role of Class Teachers in Fostering Inclusive Education Perspectives

Abstract

Inclusive education stands as a transformative principle in contemporary educational discourse, challenging conventional paradigms and advocating for the equitable participation of all students. This research explores the pivotal role of class teachers in advancing inclusive education perspectives, elucidating the dynamic interplay between teacher leadership, organizational culture, and policy enactment. Drawing upon a synthesis of empirical studies and theoretical frameworks, including Ainscow's seminal work on developing inclusive education systems and Traver-Marti et al.'s exploration of distributed leadership, this study investigates how class teachers catalyze change within educational contexts. Ainscow and Messiou's emphasis on student engagement in promoting inclusion underscores the importance of student voices in shaping inclusive practices. Additionally, insights from McGhie-Richmond and Haider underscore the intersecting roles of teachers, teacher education, and school leaders in translating research into inclusive practice. By synthesizing diverse perspectives from scholars such as Kozleski, Sengupta, and Moran, this research underscores the ongoing journey of inclusive education as a principle of practice rather than a static endpoint. Furthermore, it offers practical recommendations for enhancing school leaders' capacity to effectively lead inclusive education programs, as proposed by Romanuck Murphy. This paper contributes to the evolving discourse on inclusive education by illuminating the crucial role of class teachers in driving systemic change and fostering inclusive educational environments.