This chapter originates from a narrative inquiry (Connelly & Clandini, 1990) study conducted in a Lebanese public school experiencing transformative change towards an inclusive culture. Set against the backdrop of wars, economic challenges, and heightened diversity, the school principal, a novice, initiated this transformative journey, collaborating with the TAMAM project (www.tamamproject.org) in a school-university partnership. This chapter focuses on a key initiative that was implemented with the support of a leadership and inclusion coach and documented in collaboration with a researcher —the implementation of inclusive practices.
The narrative unfolds in three phases: pre-TAMAM, TAMAM contribution, and post-TAMAM. The novice principal, initially an arts teacher, emerges as a central figure in the success of this initiative. Referencing Ryan’s (2006) model of inclusive leadership and TAMAM’s school-based improvement model, the chapter explores the leadership practices through these lenses and explicate how they led to the transformation.
While the novice principal joined a school that has been a pioneer in welcoming students with special needs, it was her actions and embodiment of the inclusive practices that sustained and expanded those practices beyond giving access to a few special needs students. Recognizing the urgency of transformative change into an inclusive school, the principal navigated the challenges in the Lebanese context marked by socio-political difficulties and early stages of inclusive practices, by acquiring leadership skills based on the TAMAM approach to capacity building (Karami et al., 2012). The chapter portrays her attitude towards neurodiverse students, the support she received, and the special measures taken to enhance inclusivity, highlighting the importance of both individual advocacy and systemic improvement for a pervasive culture of inclusion.
The TAMAM capacity-building program, featuring a job-embedded school improvement journey, played a pivotal role in supporting the school’s transition to inclusive practices. This involved coaching the principal and her leadership team in evidence-based decision-making, goal setting, and the incorporation of distributive leadership, ensuring the entire school community participated in decision-making processes. leadership framework that prioritized transformative and socially just practices.
The leadership approach aligned with Ryan’s model (2006), emphasizing dismantling hierarchical structures, adopting collective forms of leadership, and specifying clear inclusion-oriented goals. Additionally, TAMAM’s model provided a comprehensive strategy for addressing challenges during the implementation of inclusive practices, creating a synergistic leadership framework prioritizing transformative and socially just practices.
This chapter presents the inclusive strategy employed, and the leadership theories guiding the transformative journey. Through interviews, observations, and reflections, it captures the challenges faced, leaders’ attitudes and measures, and the sustainable impact of the inclusive leadership approach. It contributes to the broader discourse on transformative leadership in diverse international contexts, highlighting unique challenges and opportunities for fostering inclusive practices in the Lebanese educational context.