Leading Schools with Unique Populations: An International Perspective on School Leadership

by Peter R. Litchka (Editor)

Overview

This book brings an international perspective of school leadership, but this time, examines how such leadership can have a positive impact on students considered to be “unique.” At one time, such students considered “unique” or “special” were often placed in special education programs and/or special schools to address their physical, emotional, and/or mental disabilities. Through legislation and changes in beliefs, many countries have changed approaches with these students from a “warehouse” approach, where such students were placed in special schools, to more of an inclusive approach where such students remain in their particular home school in an environment that was more inclusive and less restrictive.

Over the past two decades or so, schools around the globe have been experiencing a significance increase in not only the number of “traditional” types of students needing special services, but a new generation of unique and diverse students, including those with:

• sexual identity and orientation differences;
• extreme social and economic inequities;
• cultural differences, arising from the significant increase in the number of migrant families fleeing unstable nations.

Through their educational systems, many nations are moving from compliance and deficit models to support and prevention; they are becoming more inclusive of unique and special students. Thus, the school leader, if provided the opportunity and support, can have a significant impact on the education of and all students by linking their leadership to the acceptance and inclusion of all students, and to ensuring that all adults in the school become responsible for each student.

Product Details

ISBN-13:	9781475852929
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	10/24/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	100
File size:	292 KB

About the Author

Peter Litchka is Professor of Educational Leadership and Director of the Educational Leadership Program at Loyola University Maryland. He has had 47 years of experience in education, including teacher, school administrator and superintendent of schools, and is the author/co-author of four books and numerous journal articles.

Table of Contents

Foreword

Introduction

Acknowledgements

Chapter 1: Beating the Odds: Transforming At-Risk Schools to Sources of Hope and Inspiration

Adam Nir

Chapter 2: SchoolLeadership to Increase Inclusive Education Practices in China, Thailand and Turkey

Tanyathorn Hauwadhanasuk, Min Zhuang, Susan Toft Everson, Shenggang Yu, and Mustafa Karnas

Chapter 3: Equipping Orphans and Vulnerable Children for Success: Beyond the Institution

Calvin Roso

Chapter 4: Notre Dame Mission Volunteers AmeriCorps-A National Program withLocal Impact

Peter Litchka

About the Editor

About the Authors

Editorial Reviews

An extraordinary collection of thoughtful chapters about students who worldwide are often underserved. Critical issues include social justice for those seeking a better life, inclusion programs and the perils facing vulnerable children. The book written by a group of international school leaders are to be commended for this fresh perspective. A marvelous synthesis of essential information regarding a complex difficult topic.

Frank F. Calzi

The key issue addressed in this book is how international educational leaders work to provide the best services for a special group of children with special educational needs. The unique strategies and practices offered by the authors make it a must-read reference book for scholars, teachers, educational administrators and curriculum planners who work with educational development of children with special needs. This is one of the few books in the market readers should not miss.

Tak Cheung Chan

Peter Litchka and his colleagues have produced informative, interesting and engaging case studies of efforts to improve educational opportunities for young people from marginalized groups in their respective countries, namely Israel, China, Turkey, Thailand, Columbia, Guatemala, and the United States. They examine the role of institutional leaders in facilitating organizational and societal changes that benefit these vulnerable children. There are awe-inspiring accounts of committed leaders putting forth great efforts to make meaningful and lasting changes on behalf of their students. Some of the reports indicate how much more work is needed to provide educational equity for all. There are many lessons, practical and theoretical, to be learned from this volume.

Robert C. Johnson