Purpose

The purpose of this article is to describe and analyze how three principals attempting to establish effective inclusive schools for students with disabilities identified and learned from failure, with a specific focus on how failure was used to drive school improvement efforts.

Design/methodology/approach

This qualitative study involved interviews and observations during one school year in an urban school district in the southwestern United States. Participants varied in their levels of experience and their perceptions about establishing inclusion in their schools. In addition, each school ranged in the length of time working toward implementing inclusion and the relative success of their reform efforts.

Findings

This study presents insights into several types of failures with a range of causation, from what we term “unnecessary failures,” to “complex coordination failures” and “trial failures.” In response to these failures, the principals in this study attempted to foster a culture of professionalism and trust by creating avenues for relationship-building that would allow teachers and staff to buy into the inclusive mission of the school. Principals also attempted to build school capacity by working to strengthen teams and pre-existing structures and to cultivate teacher-leaders that could improve communication, motivate others and effectively lead meetings that would encourage authentic collaboration.

Originality/value

Analyzing and learning from instances of failure is an important practice, especially for failures that are unexpected, yet much of the literature on leading from failure exists in business management scholarship, with very limited examples in the area of special education and special education school leadership.

中文翻译：

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失败不是最终的：校长对为残疾学生创建包容性学校的看法

目的

本文的目的是描述和分析试图为残疾学生建立有效的包容性学校的三位校长如何识别失败并从中吸取教训，特别关注如何利用失败来推动学校改进工作。

设计/方法/方法

这项定性研究涉及美国西南部城市学区一个学年的访谈和观察。参与者的经验水平和他们对在学校建立包容性的看法各不相同。此外，每所学校在实施包容性方面工作的时间长短以及改革工作的相对成功程度都不同。

发现

这项研究提供了对具有一系列因果关系的几种类型的故障的见解，从我们所说的“不必要的故障”到“复杂的协调故障”和“试验故障”。为了应对这些失败，本研究中的校长试图通过创造建立关系的途径来培养专业精神和信任的文化，让教师和员工接受学校的包容性使命。校长还试图通过努力加强团队和现有结构来建设学校能力，并培养能够改善沟通、激励他人并有效领导会议以鼓励真正合作的教师领导者。

原创性/价值

分析和从失败的实例中学习是一种重要的实践，尤其是对于意外的失败，但在企业管理学术中存在许多关于从失败中领导的文献，在特殊教育和特殊教育学校领导领域的例子非常有限。