**10. Conclusion**

The findings from this research are promising, and when combined with the findings from the leadership data will provide further focus for deep reflection by researchers and educational leaders in schools and school systems. Inclusive school cultures are not easily attained, and even more difficult to sustain over the long term. Government agenda and policies, system leaders, school leaders, teachers, students and parents all come and go, raising questions about how to maintain an uncompromising social justice agenda anchored to the needs of a changing student cohort within a specific school context. This study has provided answers to some of these questions in its acknowledgement of the central role played by a school's vision, a leadership structure that supports activism, school wide understandings of practice, informed decision making, and induction processes to acquaint newcomers with the school culture and accompanying expectations. Moving forward the six principles of inclusion and the accompanying conceptual model of the cultural indicators of an inclusive school, provide lenses forfuture research, as does the understanding of the importance of school culture and the significant role the school principal plays in advocating for, promoting and facilitating inclusive school structures and practices.
