The study is framed within a social-constructivist perspective, and uses grounded theory for the collection and analysis of data.
This study examines inclusive education within Guyana for children with special needs (zero to eight years), from the perspectives of policy makers, teachers, and parents (n = 22). All in all, this review presents a holistic picture of where attempts have been and where they should go into the future in terms of conceptualization of servant leadership and its application within organizational structures. Fourth, they provide discussion on the role of servant leadership approach within organizational structures. Third, they map various definitions and dimensions of servant leadership and different approaches towards the concept. Second, they discuss the developmental process of servant leadership throughout decades. First, they provide an introduction describing the change in paradigms of management, followed by a brief evaluation of leadership. The authors provide an integrative and comprehensive discussion on servant leadership by examining the related literature, and in so doing expand knowledge in the field in four different ways. Notwithstanding the proliferation of studies on servant leadership in the last decades, there is still a lack of coherence and clarity around the concept, its nature, and how it can lead practice within organizational structures and processes. These learning objectives, along with the definition of inclusion and the description of a servant-leader, forms the basis of the author's argument that the servant leadership philosophy provides a solid basis for inclusive education. This particular modus operandi is first introduced to special education resource teachers, classroom teachers, teacher assistants, and school administrators in Manitoba as part of a university course in education called "Strategies for Organizing Inclusive Classrooms and Schools." The course examined the organization and implementation of school-wide support for access, learning, socialization, behavior, family liaison, clinical engagement, and community services. The concept of servant-leadership, as introduced by Robert Greenleaf, may provide the seeds for developing effective, supportive, learning environments for all learners. Strategies for differentiation are also necessary to meet the needs of individual learners.
Teacher training and an understanding of exceptional learners are critical. According to Young and Levin, "The provision of appropriate education to meet the needs of each student is increasingly accepted as a right in Canadian education." Bloom, Perlmutter and Burnell define inclusion as "a philosophy that brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community." This suggests that all children, regardless of their ability level or special needs, could be included and accommodated in the regular school classroom. The concept of inclusive education is common to the Canadian educational system and involves service to the students.
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