**Author details**

only represent a small sub-section of possible participants. However, a number of significant links between school culture and ways of working emerge, underpinned by six principles of inclusive school practices answering the research question "what key school wide pedagogical principles and actions underpin the support of all students especially those with special

52 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Leaders were perceived as consciously developing informed shared social justice leadership at multiple levels (Principle 1) including the development of teacher aide and student leadership skills. At the norms and assumptions layer within each school there was strong moral commitment to a vision of inclusion (Principle 1) made by the principal and articulated at every opportunity and visible to others. Those not happy with such a vision 'moved on'. Staff, students and community united in the desire to support all students, no matter how complex their need. Leaders focused money and time on building collaborative and individual capacity. Each school community as a whole demonstrated collective commitment to whatever it takes (Principle 3) which meant essentially a commitment to getting it right from the start (Principle 4) by developing strong relationships with students, parents community and system staff to ensure the 'right fit' or resources, staff and students. Leaders pursued shared understandings of expectations and developed processes for collecting and disseminating information. As information was collated and discussed with staff, families and perhaps medical advisors, complex student needs requiring additional resourcing, from human resources to physical equipment needs, or additional professional learning (Principle 5) could be planned, thus effectively laying the groundwork for success. Articulation of successes, challenges, needs and ongoing direction enabled shared understanding and language of inclusion to be heard through open and respectful lines of communication (Principle 6) enabled strengths and chal-

The data and findings indicated that pedagogical practices at classroom and school level looked different in the different contexts; however, whilst the minutia of practices differed, they still conformed to similar norms and assumptions related to the principles underpinning pedagogical choice and implementation within each inclusive school culture. The language of inclusion reinforces and sustains the combined focus and also helps to induct those new

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

lenges of both staff and students to be planned for in advance.

to the school ensuring that the vision of inclusion remains alive.

learning needs?"

**10. Conclusion**

Lindy Abawi\*, Susan Carter, Dorothy Andrews and Joan Conway

\*Address all correspondence to: lindy-anne.abawi@usq.edu.au

University of Southern Queensland, Toowoomba, Australia
