Case Study #3

Success for all or success for

some?

Anna Deligianis, O’Nesseia Edmondson.

Chelsea Niederlag, Joel Peterman
EEA 535: Dimensions of Educational
Leadership
City University of Seattle
Dr. Gloria Antifaiff
June 4th, 2021
 Overview

01 02
Synopsis Perspectives

03 04
Holistic Analysis Recommendations
 Synopsis-Overview

❏ Inclusive Education: Success for all or some?

❏ Semi-rural school setting
❏ Active parent association
❏ Concerned parents
❏ Bewildered principal

Figure 1. An overview. Canvas Instructure.

 Analysis of Eugenia’s Approach

Eugenia was surprised,

but why?

What was her approach?

She had no clear vision

on Inclusion..
 Grade 3 Parents’ Perspective
❏ Students’ progress is less than that of their counterparts

❏ Too much time spent with special needs kids

❏ The needs of students without learning difficulties are neglected

❏ Students without learning difficulty working with special needs

kids on assignments
❏ There is a need for principal meeting with teacher
 Silvia’s Perspective
Her beliefs on education:

❏ Highly supportive of an inclusive classroom

❏ Collaboration is an integral part of kids-helping-kids
❏ Top students learn by helping others
❏ Workbooks are motivating and provide autonomy in
learning
 Ismael Perspective
❏ Expert in the area of learning and evaluation

❏ Respected and well regarded by colleagues

❏ Works closely with all staff

❏ Can provide a different perspective and solutions

 Holistic Analysis of the School:
Disconnected view of Inclusion

❏ Two very different views from the other teachers:

1- “It’s not the classroom teacher’s job”

“That’s why we have specialists!”

2- Differentiated instruction for the whole class.

- “External evaluations encourage segregation”
Historical Implications of Inclusion
Recommendations
 Overall Vision of Education

“Communicating a philosophy of education

that is student-centered and based on sound
principles of effective teaching and
leadership”

(Alberta Education, 2020, p. 3)

 RECOMMENDATIONS

1 Principal

Vision unifies a the team and clarifies a

purpose as everyone channels their
efforts into making a dream a reality.
(Wilson, 2011, p. 394)
 RECOMMENDATIONS

2 Parents
According to Wilson (2011) there is
a “strong connection between
parent and family involvement in
schools and children's’ academic
achievement”
(p. 397)
 RECOMMENDATIONS

3 Ismael
“Building teacher capacity
requires instructional leaders to
couple purposeful planning with
intentional patience.”
(Mitchell & Patterson, 2015)
 RECOMMENDATIONS

4 Silvia
Alberta Education (2020) states
“Collaborate with other teachers to
build personal and collective
professional capacities and
expertise”
(p.3)
Conclusion

Positive
Big
Shared shift in
Picture
Vision the right
Thinking
direction
 References
Alberta Education. (2020, October). Leadership quality standard.
https://www.alberta.ca/assets/documents/ed-leadership-quality-standard-english.pdf

Andrews, J., & Lupart, J. L. (2015). Diversity education: Understanding and addressing student diversity. Nelson.

Bakken, J. P., & Obiakor, F. E. (2016). General and special education inclusion in an age of change: Impact on
students with disabilities. Emerald Group Publishing Limited.
https://www.emerald.com/insight/publication/doi/10.1108/S0270-4013201631

Canvas Instructure. (n.d.). An overview [Graphic].

https://canvas.instructure.com/courses/948551/pages/an-overview-of-the-toefl-test

Esteves, K., & Rao, S. (2008). The evolution of special education: Retracing legal milestones in American
history. National Association of Elementary School Principals.
https://www.naesp.org/sites/default/files/resources/1/Principal/2008/N-Oweb2.pdf

Five More Minutes. (October 1, 2018). The Evolution of Inclusion: The past and future of education. [Video].
Youtube. https://www.youtube.com/watch?v=PQgXBhPh5Zo

Hutchinson, N.L. (2014). Inclusion of exceptional learners in Canadian schools. Pearson.

 References
Kavale, K. A., & Forness, S. R. (2000). History, rhetoric, and reality: Analysis of the inclusion debate.
Remedial and Special Education, 21(5), 279–296. https://doi.org/10.1177/074193250002100505

Merseth, K., Grandón M.R., Núñez Mena, C., Cortés Rojas, M., Casanueva Sáez, P., Peña Ruz, M., Loguercio,
C. F., Álvarez, E. E., Escobar Jaque, E., Díaz Opazo, G., Vivanco Oliva, M. A., Gálvez Piña, M., Cáceres Guzmán,
R., Arteaga Cea, R., Barrera Díaz, S., González Becerra, V. (2015). Inclusive education: Success for all or success
for some? In K. Merseth (Ed.), Confronting challenges: Case studies for school principals. A casebook on
school leadership. 75-79.
https://ro.drclas.harvard.edu/files/drclasregionaloffice/files/confronting_challenges-case_studies_for_scho
ol_principals.pdf

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijion, K., Conover, L. A., &
Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and
learning profile in academically diverse classrooms: A review of literature. Journal for the
Education of the Gifted, 27(2/3), 119-145. https://files.eric.ed.gov/fulltext/EJ787917.pdf

Wilson, D. L. (2011). Successful educational leadership at high performing schools. US/China Education Review, 8(3),
393-398. https://files.eric.ed.gov/fulltext/ED520457.pdf
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