Over the past two decades, many countries have conducted research and taken steps to enhance principal leadership for more inclusive schools and ensuring every individual’s access to equal educational opportunities. China, in particular, has carried out inclusive education practices based on its own context. However, there are lack of awareness among the educational stakeholders especially among the school administration offices on the importance to place inclusive education into practice. Worsen, the understanding and implementation of inclusive education at school has not achieved at its stated in policy paper. We employed a qualitative phenomenological approach by conducting semi-structured interviews with three respective informants who works in Chinese public school.The aim is to explore dilemmas and identify essential educational leadership quality traits for inclusive education implementation. The findings indicated that the infomants generally affirmed with the necessity of implementing inclusive education policy. Neverthelss, there are three major challenges based on thematic analysis findings: (a) Lack of understanding on the inclusive education concept, (b) no clear guidance on the implementation of the effective inclusive education policy, and (c) lack of experience on creating inclusive classroom environment. The discussion and implication of the findings were further discussed in this article. We believe that it is necessary to strengthen the principalship role in ensuring “No One Left Behind” global policy on inclusive education being rejuvenated and applied, hence, equal opportunities to education can be realistically implemented at layers of community of learners.
Sha Li, University Putra Malaysia, Malaysia
Muhd Khaizer Omar, University Putra Malaysia, Malaysia