Flavia Capodanno, Paola Aiello

THE CENTRALITY OF DISTRIBUTED LEADERSHIP OF MIDDLE LEADERS FOR FULL INCLUSION

Introduction

The centrality of distributed leadership of middle leaders for full inclusion. Middle leaders' distributed leadership drives full inclusion, equity & accessibility in schools. Study teacher perceptions, UDL alignment, and impact on student learning outcomes.

Abstract

In schools as complex systems, middle leaders are key to managing organizational and teaching aspects. As mediators, they promote inclusive teaching aligned with Universal Design for Learning (UDL). Their distributed leadership fosters equity and accessibility. This study presents initial results from schools in Campania, exploring teachers’ perceptions of the inclusive leadership enacted by these professionals and its impact on student learning outcomes.

Review

This submission addresses a highly relevant and timely topic concerning the pivotal role of middle leaders in fostering truly inclusive educational environments. The abstract effectively highlights the complex nature of schools and positions middle leaders as essential mediators for aligning teaching practices with Universal Design for Learning (UDL) principles. The emphasis on distributed leadership as a mechanism for promoting equity and accessibility is particularly strong, underscoring the practical and systemic implications of this research. The study's aim to explore teachers' perceptions and its subsequent impact on student learning outcomes promises valuable insights into the lived experiences and tangible benefits of such leadership. While the abstract clearly sets the stage, its brevity, typical for initial results, leaves some methodological questions open for the full paper. The mention of "teachers' perceptions" alongside "impact on student learning outcomes" is a robust combination; however, a clearer indication of *how* this impact will be measured and *what specific types* of learning outcomes are being considered would strengthen the abstract's promise. The geographical focus on schools in Campania provides a specific context, which is beneficial, though the generalizability of these initial findings will be an important consideration for the broader field. The term "initial results" suggests an exploratory phase, and the subsequent full paper will need to elaborate on the design and analytical approach employed. Overall, this research appears poised to make a significant contribution to the literature on educational leadership and inclusive education. By focusing on the often-overlooked yet critical role of middle leaders and their distributed leadership practices, the study offers practical implications for school development, professional learning, and policy formulation. The potential to bridge the gap between leadership theory and the tangible benefits for student learning, especially within an inclusive framework, is commendable. I anticipate the full study will provide detailed evidence and robust discussion to support the important claims made in this promising abstract.

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