Chapter 4: Conclusion and Recommendation
Conclusion
This study is an attempt to provide the general view on the principals’ understanding of inclusion and their inclusive practices at CND schools in Vietnam as a foundational step for professional and effective implementation of inclusion at CND schools in Vietnam.
Using a multiple-case study design, five individual semi-structured interviews were conducted with five CND school principals in Vietnam; and mini-surveys with the
questionnaires based on the results of the interviews were also conducted with parents and teachers of five CND schools; and the documentation was also used as the complementary for the interviews and surveys. The multiple-case study design was chosen for its ability to allow the researcher to investigate a contemporary phenomenon in depth and within its real-world context (Merriam & Tisdell, 2016). The literature was about the concept of inclusion in general and in education, how inclusion had been implemented around the world, the principals’ views on inclusion and their inclusive practices. All of these contents offered the best opportunity to gather information that could inform further research. Based on four strands of the Culturally Responsive School Leadership Framework (CRSLI, 2021), the research questions that guided this study were: 1) How do principals of the CND schools interpret inclusion?; 2) How do the principals of the CND schools practice inclusion in terms of developing culturally responsive teachers, promoting culturally responsive/ inclusive school environment, and engaging students, parents, and indigenous contexts?
Through with-in case analysis and cross-case analysis, the eight common themes emerged to address these research questions. Evidence indicated that the CND principals believed that in order to implement inclusion effectively, it was necessary to have a great hope
for students’ growth in education and a commitment to providing equal learning opportunities for all students. Then, through situational leadership and leadership as graced companionship, the CND principals developed inclusive educators for their schools, made some school
adaptations, created their school as a “common home” for all school stakeholders, and built an educational community to engage diverse individuals and organizations in their inclusive
educational mission. These eight common themes were organized in a final framework that could be considered as an initial view on how inclusive education was being implemented at CND schools in Vietnam.
Finding the way to build and develop effective inclusive schools, which imprint the CND educational spirit, is the ultimate goal of this research. It is hoped that this study will be an effective first step in the journey of making CND inclusive schools become places where there are no “barriers limiting the participation and achievement of all learners, respect diverse needs, abilities and characteristics and that eliminate all forms of discrimination in the learning
environment” (UNESCO, n.d., para. 4); then, all students of CND schools will grow up comprehensively in a positive educational community.
Implications for Policy and Practice
The findings and the final emergent framework in this study suggest some significant implications for both policy and practice in implementing effective inclusion for CND schools in Vietnam insofar as an inclusive strategic planning and development planning for the schools, a principal preparation program on inclusive education, a profile of an inclusive teacher, some criteria in assigning principals for inclusive schools, in-service professional development for teachers, the need to maintain and improve school environment as a “common home”, and the school-to-school cooperation in carrying out this mission.
Implications for Policy
Educational policy is a set of guidelines or principles that governs education decision- making and practices, aiming at improving the learning quality and the performance of teachers at schools (IGI Global, 2022). The results of this research revealed that although inclusion had already been implemented in CND schools, these schools still lacked official documents stating explicitly their inclusive orientation. That created some hindrances in school development and human resource development. Thus, the findings of this research have some implications for policy in CND schools in Vietnam.
Inclusive strategic planning and development planning for CND schools. Efforts to promote inclusive schools are more likely to be effective when they are part of a broader and systemic strategy (Ainscow et al., 2006). The findings of this study showed that there was no official document as strategic orientation for all CND schools in Vietnam. This made it very difficult for principals to prepare and train qualified teachers or to make some developments for the schools. Therefore, based on the results of this research as a fundamental step and school assessment, CND school leaders may start conducting the official document as formal school orientation including vision, mission, core values and goals of the school, and then conducting a school development program towards inclusive education. The modern definition of inclusion (Ainscow, 2005; Hehir et al., 2016; Jenkins & Sileo, 1994; UNESCO, 1994; UNESCO, 2003), the CND Educational Pact (CND, 2022) and the Emergent Framework for Implementing Inclusive Education at CND Schools in Vietnam of this study can be good references for CND school leaders in establishing the formal strategic plan and development program which are suitable to their schools’ contexts.
In addition, this strategic process should be bottom – up with the participation of all school stakeholders in all five inclusive CND schools: school leaders, CND sisters in the
community, teachers, staff, students, parents, and community (Ainscow et al., 2006). Besides, it is also necessary to establish an inclusion planning team who are responsible for monitoring and suggesting changes in inclusion at school. This team should review the inclusive practices of the school at least once a year and work with the school faculty and leaders to make needed changes.
Finally, a plan for evaluating implementation of inclusion in the school should be developed and implemented. That plan should examine stakeholders’ satisfaction with the inclusive school, monitor the academic and social/behavioral progress of students, measure the inclusion level of students with SEN in classroom and school, and the like (McLeskey & Waldron, 2000).
Need for inclusive education in principal preparation for CND schools in Vietnam.
The person who has the most influence on the development of inclusive schools is the principal (McLeskey & Waldron, 2000). The findings clearly showed a lack of preparation for principals on how to lead a school with diverse students with different abilities or socioeconomic
backgrounds. Although five CND principals admitted diverse students to their schools, only one principal tried to attain a bachelor’s degree in special education during her time as an inclusive kindergarten principal, the rest just took some training courses in that field. Moreover, the principals acknowledged that their lack of knowledge about special education and inclusion made it very difficult for them to work with teachers and parents, and to help students make progress. Therefore, in the program to prepare principals for CND schools, special education and inclusion should be essential contents.
This principal preparation for leading inclusive schools that include diverse students with different needs can be provided in universities, or other institutions of higher education, or in- service district-based programs, and in any other leadership trainings. It should develop an inclusive consciousness in the principals, improve their professional ability to serve as
instructional leaders to improve learning outcomes for all students, and includes their meaningful
experiences with students with SEN (McLeskey & Waldron, 2000). In addition, the principal preparation program for CND schools can be designed based on the Emergent Framework for Implementing Inclusive Education at CND Schools in Vietnam of this study. The outcomes of this program might be that the principals or principal candidates become the “keepers of the vision” who are very knowledgeable about inclusion, are full of enthusiasm with this mission, and mobilize all school stakeholders to participate in the implementation of inclusion in the school (McLeskey & Waldron, 2000).
Building a profile of inclusive teachers for CND schools. The literature review indicated that a fundamental component of successful inclusion is building inclusive teachers with capacity to meet the range of student needs within diverse classrooms (Lyons, 2016).
Hence, a profile of an inclusive teacher defines the competences that an efficient inclusive teacher must possess for the purpose of encountering all diverse learners is necessary. This profile can be seen as a framework of competence areas which is relatively applicable to pre- service and in-service training for teachers of inclusive schools (EADSNE, 2012; Vitásková, 2012).
When designing this profile, the following key questions should be considered: 1) What kind of teachers do we need for inclusive society of the 21st century? 2) Which teacher
competences are necessary for actual implementation of inclusive education? (EADSNE, 2012).
Moreover, the four categories that have emerged as characteristics of the “inclusive educators”
presented in the final framework of this study can also be considered and referred in developing a specific profile of inclusive teachers or educators for CND schools.
Implications for Practice
In addition to implications for educational policy as general guidelines, the results of this study also have implications for practice that can help lead an inclusive school effectively.
The principal assignment. It was mentioned earlier that the preparation of inclusive education for principals and principal candidates is necessary, in order to have a pool of qualified principals for CND inclusive schools in Vietnam. However, selecting and assigning the
appropriate principals to CND schools with different contexts and diverse students are not a simple task for CND superiors. In that case, the results of this study implied that the
understanding of inclusion with the inclusive consciousness, the professional knowledge on special and inclusive education, the practical experiences with SEN students, the leadership capacity as graced companionship, and the instillation of CND educational spirit with the hope in student development and the commitment to equal learning opportunities for all may be some of the criteria for choosing and placing capable leaders to lead CND inclusive schools effectively.
In-service professional development for teachers. The findings of the study showed the important role of teachers in inclusion implementation. Therefore, besides the profile of inclusive teachers as a general guideline, in-service high-quality professional development programs to improve teacher practices are also critical, in order to provide teachers knowledge of inclusion as well as the pedagogical methods or skills to serve diverse needs of learners (McLeskey &
Waldron, 2000). The authors suggested that this professional development should be job embedded, addresses instructional practices and content knowledge that improve all students’
learning outcomes, uses coaching as follow-up procedure, provides for continuous growth, and be actively supported by the school administration. Such professional development should be collaborative and teacher-directed to involve collective participation; to allow teachers to actively engage in learning via opportunities for observing, receiving feedback, coaching or mutual supporting; to permit teachers to be active to explore, question, and dialogue about practices in order to be able to integrate them into school life. It also should be a school-based system, soeach CND school will develop their own professional development program to
support teachers with the specific context and needs of the school (MsLeskey & Waldron, 2015;
Waldron & McLeskey, 2010).
The outcome of this ongoing professional development should provide allteachers in the school with the opportunity to learn about inclusion and school orientation, ensure that teachers acquire the skills necessary to successfully implement an inclusive school, and collaborate with others in determining how the school and classrooms will be changed to better accommodate student diversity (McLeskey & Waldron, 2000).
Maintaining and improving school environment as a “common home” for all. The international literature review affirmed that the successful implementation of inclusive education in a school is closely related to how the school environment is responsive to the differences within it. So, the effective inclusive schools are characterized by an inclusive school
environment that is a sociable and friendly atmosphere, upholds values of respect for difference, and creates a safe, accepting, collaborative and inspiring community for all involved (Ainscow &
Sandill, 2010; Budiarti & Sugito, 2018). The findings of the study presented CND schools as a
“common home” for every school stakeholder with a family atmosphere, an acceptance of difference and diversity, and a “grow-up together” mindset. These school environment characteristics bear the imprints of CND educational spirit. Therefore, maintaining and improving a positive school environment as a “common home” is crucial for CND schools on their journey to implement inclusion successfully and effectively.
School-to-school cooperation. Inclusion implies the development of school-to-school cooperation to reduce the polarization within the education system, to the specific benefit of students who are on the fringes of the system and whose performance is relatively low (Ainscow et al., 2006). The results of this research revealed that because the dissimilarity in school context, among the CND schools in Vietnam, there were some differences in professional qualifications
of principals and teachers, school organization and pedagogical methods to address needs of diverse learners, and accessibility to supporting resources for professional development or general school development. Therefore, promoting school-to-school cooperation in CND school system should be conducted as process of mutual learning, to encourage schools to share varied experiences and resources in inclusive education implementation, which can help each school to reformulate or refine their school’s strategy. It can be done through national and international school-to-school visits or meetings of not only school leaders and teachers, but also parents and students of the CND school system in Vietnam and all over the world. Additionally, providing opportunities for CND principals and teachers to visit successful inclusive schools is also helpful. Through this activity, they can learn through classroom observation and talk with other teachers and administrators about how to develop and implement an effective inclusive school, as well as the associated benefits and challenges of this mission (McLeskey & Waldron, 2000).
Limitations
A limitation of this research was the capacity to collect data via face-to-face
interviews and conduct school observations and group focused discussions to confirm assertions made by participants about understanding, practice and behaviors. It is easy to see that in this multiple-case study, it is better to include school observations and focus group discussion among teachers as data collection methods. The data collected from these methods can be
supplementary to data from the interviews to make a whole picture about the principals’
understanding of inclusion and their inclusive practices at CND schools in Vietnam. However, in the Covid-19 pandemic situation and the researcher is still in Manila, it is not easy to conduct these techniques. In addition, while a growing body of research has documented the validity of interviews conducted virtually, there are some limitations to conducting interviews, albeit
synchronous, using online video conferencing software or telephone, not the least of which is a limited ability to observe and respond to body language cues.
The findings of this research were also limited by unequal response rates in the mini- surveys for parents in five CND schools. Moreover, there were two schools with quite low parent response rates (51% and 39.5%). However, with a new perspective suggested by the researchers of the 21st century which state that response rates alone should no longer be sufficient evidence to judge the quality and/or validity of study, it is hoped that these response rates were not an obstacle in assessing the validity and utility of the results of this study.
The other limitation can be found in this research that this multiple-case study aims to investigate a contemporary phenomenon in depth and within its real-world context. This is not a quantitative study; so, although the results may be transferable, they are not generalizable.
Recommendations for Further Study
This study adds to a small body of literature on the principal’s understanding of inclusion and inclusive practices in schools with diverse students of different abilities or socioeconomic backgrounds. As data were analyzed and themes emerged, and from the limitations of this research, the implications for further research regarding inclusive education implementation became evident. These recommendations for future research are:
1. Future research would incorporate school observations and focus group discussions with teachers and parents to confirm or refute the principals’ assertions about their
understanding of inclusion and inclusive practices at CND schools.
2. The findings showed that the success of inclusion relies much on the teachers’
acceptance of inclusive education and students with disabilities. A further research on the acceptance or attitude of the teachers at CND schools towards inclusive education is necessary.
3. Future research may examine whether and how the findings of this study, especially the Emergent Framework for Implementing Inclusive Education at CND Schools in
Vietnam, can be accepted and used by the CND superiors and the principals of CND schools in Vietnam.
4. Further research may conduct a comparative study on the inclusive education implementation of five inclusive schools of CND in Vietnam.
5. This study was limited to five principals and their CND schools; this study can be replicated with a larger number of schools of other congregations or public schools in Vietnam. Development of a questionnaire or survey related to pertinent themes would make this feasible. In addition, a larger sample of principals from different areas of Vietnam would allow more significant conclusions to be drawn about effective inclusive leaders and the ways in which they interpret inclusion and how their understandings drive their leadership and inclusive practices.
6. Further research may conduct a study with the principals of CND schools all over the world, in Europe, Brazil, Congo and Vietnam, in order to create a common framework for global CND principals towards an integral and inclusive education, which was mentioned in the CND Educational Pact (CND, 2022).
