References
[1]. Clough, P., & Nutbrown, C. (2004). Special Educational Needs and Inclusion. Journal of Early Childhood Research, 2(2), 191–211. https: //doi.org/10.1177/1476718x04043015
[2]. Department for Education. (2021). SEN support: Findings from a qualitative study. IFF Research Ltd. https: //www.gov.uk/government/publications/sen-support-findings-from-a-qualitative-study.
[3]. Setlhodi, M. (2020). Inclusive Leadership: Collaborating for Professional Development. The Open University.
[4]. Darlington, C. (2004) .We are still challenged by the concept of difference, The Independent.
[5]. Brown, M., Rutherford, D., & Boyle, B. (2000). Leadership for School Improvement: The Role of the Head of Department in UK Secondary Schools. School Effectiveness and School Improvement, 11(2), 237–258. https: //doi.org/10.1076/0924-3453(200006)11: 2; 1-q; ft237.
[6]. Rizos, S., & Fokas, G. (2023a). How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools. European Journal of Education.
[7]. Rizos, S., & Fokas, G. (2023b). Inclusive Leadership and Democratic Values in Greek Primary Schools. Journal of Educational Leadership and Policy Studies.
[8]. Griffiths, S. (2023). Whole - Child Development: The Impact of Inclusive Settings. Teach First.
[9]. Rogers, C. (2007). Experiencing an “inclusive” education: parents and their children with “special educational needs.” British Journal of Sociology of Education, 28(1), 55–68. https: //doi.org/10.1080/01425690600996659
[10]. Hornby, G. (2011). Inclusive Education for Children with Special Educational Needs: A critique. International Journal of Disability, Development and Education, 58(3), 321–329. https: //doi.org/10.1080/1034912x.2011.598678
[11]. Óskarsdóttir, E., Donnelly, V., Turner-Cmuchal, M., & Florian, L. (2020). Inclusive school leaders – their role in raising the achievement of all learners. School Leadership & Management, 40(5), 521–523. https: //doi.org/10.1080/13632434.2020.1731786
[12]. European Agency for Special Needs and Inclusive Education. (2018). Supporting Inclusive School Leadership: Literature Review. European Agency for Special Needs and Inclusive Education. https: //doi.org/10.5281/zenodo.5562136.
[13]. Carrington, S., Park, E., McKay, L., Saggers, B., Harper-Hill, K., & Somerwil, T. (2024). Evidence of transformative leadership for inclusive practice. Teaching and Teacher Education, 141, 104466. https: //doi.org/10.1016/j.tate.2023.104466
[14]. Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119(119), 103853. https: //doi.org/10.1016/j.tate.2022.103853.
[15]. Singh, N., & Krishnan, V. R. (2014). Impact of leader values and transformational leadership on followers. International Journal on Leadership, 2(2), 52–64.
[16]. Tsirantonaki, S., & Vlachou, A. (2024). Inclusive Educational Leadership and Research Instrument Validation: school principals’ values, knowledge, beliefs, attitudes and practices regarding inclusive education of disabled students. European Journal of Inclusive Education, 3(1), 119–141. https: //doi.org/10.7146/ejie.v3i1.142505
[17]. Steinmann, B., Klug, H. J. P., & Maier, G. W. (2018). The path is the goal: How transformational leaders enhance followers’ job attitudes and proactive behavior. Frontiers in Psychology, 9, 2338. https: //doi.org/10.3389/fpsyg.2018.02338.
[18]. Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387–423. https: //eric.ed.gov/?id=EJ972253 ERIC.