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The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees.

A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship.

The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups.

The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits.

Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations.

The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.

The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching.

The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes.

Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision.

The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

This chapter explores a US state-endorsed tool for reviewing district, school, and classroom inclusive practices. The Best Practices for Inclusive Education (BPIE) assessment tool was developed through a collaborative initiative between state personnel, University faculty, and representatives from a federally funded technical assistance project, Florida Inclusion Network. The tool supports a facilitated review and subsequent action planning for greater inclusive practices that includes learners with severe intellectual disabilities. This chapter describes the BPIE process and offers examples of its application in districts across Florida with particular reference to practices that support learners with severe intellectual disabilities.

The past three decades have witnessed an upsurge in inclusive education research and practice informed by a variety of epistemologies. This chapter is set against the backdrop of contemporary theorising of inclusive education research and practice. The key focus is to discuss the habitus, capital, doxa and field concepts of Pierre Bourdieu and their place in previous, present and future inclusive education scholarship. In the light of this undertaking, the chapter makes contribution to knowledge in terms of making theory visible through practice.

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

Leading inclusion is a complex field of practice that is framed in traditional conceptions of school administration. Leadership in inclusive schools is a constant struggle with fluctuating dimensions, often compounding difficulties for students with difference and disability. Nevertheless, inclusive school leadership remains an important component of successful practice of inclusive education, where all students with diverse abilities equally benefit. This chapter provides an introduction to different types of leadership practices that promote inclusive practices. A key focus of the chapter is to discuss the social theory of Bourdieu in relation to understanding and measuring what we consider as effective inclusive school leadership. This framework provides both theoretical and practical approaches in developing inclusive school leadership practices and ways effective inclusive leadership practices could be measured.

This study examines whether inclusion values predict organizational outcomes through mediating effects of inclusive HR practices and investigates whether intellectual (human and social) capital serves as a contingency variable in moderating the relationship between practices and outcomes.

Organizational-level data were collected from 79 senior-level executives. Hypotheses were examined via regression analyses and the product-of-coefficients approach was used to test for indirect and conditional indirect effects.

This study found a positive relationship between inclusion values and inclusive HR practices and between inclusive HR practices and organization-level outcomes. Inclusive HR practices mediated the relationship between values and outcomes and intellectual capital moderated the relationship between practices and outcomes, such that inclusive HR practices played a greater role in augmenting outcomes for organizations with lower intellectual capital.

Alignment of inclusion values and inclusive HR practices is important for organizational effectiveness, and inclusive HR practices are likely to play a particularly important role when an organization is relatively weak in intellectual capital.

This paper broadens the inclusion literature by using a macro-level lens to understand how organizational inclusion values and practices may relate to organizational outcomes. It also shows the importance of intellectual capital as a contextual variable in the inclusion practice to outcome relationship.

Drawing on the ability-motivation-opportunity model, this study investigates how gender-inclusive human resource management practices and overall fairness perception promote the career progression of female employees via psychological empowerment.

Partial least structural equation modelling (PLS-SEM) was applied to two-waves data collected from 308 respondents from Pakistan to confirm hypotheses.

Findings suggest that gender-inclusive HRM practices substantially affect female employees' psychological empowerment and career progression. Psychological empowerment is a mediating mechanism that explains the effect of gender-inclusive HRM practices on female employees' career progression. Finally, overall fairness perception further amplifies the effect of gender-inclusive HRM practices on psychological empowerment and career progression.

The study provides evidence to policymakers that organizations may promote psychological empowerment and career progression of female employees by implementing gender-inclusive HRM practices and promoting overall fairness perception.

This study contributes to achieving the SDGs by examining the impact of gender-inclusive HRM practices and overall fairness perception on female employees' psychological empowerment and career progression. Specifically, it aligns with “Goal 5 - achieve gender equality and empower all women and girls” and “Goal 8 - promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all”.

The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

Inclusion is of critical importance to creating healthier workplaces, if the ongoing dynamic of workforce diversity is taken for granted. The purpose of this paper is to designate the role of spiritual leadership in fostering more humane and inclusive workplaces.

The authors review the extant literature on two distinct research streams, inclusion and inclusive leadership, and spiritual leadership, elaborate a mediation model, identify antecedents and outcomes, and articulate a set of propositions reflecting key findings.

The authors advance a conceptual model according to which inclusive practices founded on spiritual values will mediate the positive relationship between spiritual leadership and a climate for inclusion. They argue that calling and membership as components of spiritual wellbeing will reinforce employees’ experience of both uniqueness and belongingness, thus affecting their perceptions of inclusion and inducing multi-level beneficial outcomes.

Spiritual leadership assumes a preeminent role in embracing and valuing diversity: it embodies a potential for positioning inclusive ideals more strategically, in view of enabling employees unfold their genuine selves and experience integration in work settings.

Spiritual leadership helps inclusive goals to be situated in their societal context; inclusion is thus viewed as both an organizational and societal good, embedded in social contexts, and pertinent to corporate vision, mission and philosophy.

The paper examines spiritual leadership as a predictor of climates for inclusion. Drawing on spiritual values, spiritual leaders display a strong potential for inclusion, facilitating diverse employees to experience feelings of both belongingness and uniqueness in work settings that assume high societal relevance.