Principals Role in Inclusive Education: A Literature Review

: The research objective of this article is to determine (1) what leadership style does the principal apply? (2) What strategy did the principal use? (3) What affects the leadership style and strategy of the principal in carrying out inclusive education? Using the search and review method of articles, the review process begins with the search engine, Google scholar and DOAJ, to search for articles with keywords. The results of the review show that (1) principals adopt different leadership styles and (2) principals implement various strategies. (3) The factors that influence the various styles and strategies are diverse resources, government policies, and local values.


INTRODUCTION
In line with changes in the orientation of education delivery, at the global level there is a growing need for equal educational opportunities for all human beings, regardless of physical abilities (normal or disabled), social strata, gender, and ethnic, cultural and religious backgrounds. This global demand has given birth to a world declaration known as Education for All (UNESCO, 1990). The declaration raised awareness of 'Inclusive Education' as explicitly stated in the Salamanca Statement and Framework for Action, a product of the World Conference on Special Needs Education (Unesco, 1994b) The World Conference and Special Needs Education: Access and Equality, June 1994 in Salamanca, Spain which states: `` that all nations must include education for children with special needs into their education policies to become the basis for implementing inclusive education for children with special needs.
So far, children with special needs have not received service and attention proportionally and professionally by public schools. According to Law No. 20 of 2003 Article 1 paragraph 1 Inclusive Education is a form of education that unites children with special needs with normal children in general for learning. The term inclusion is used to describe a program model that places students with disabilities and special conditions in regular classes, by providing support facilities, at the level of reach that is most likely (Armstrong, ,2006).
Based on the concept and definition of inclusion made several prepositions which he believed to be an inclusive paradigm, namely: 1) All students can learn, 2) All students are part of the school community, 3) All teachers can teach at all levels of students, 4) Teachers are responsible for teaching, and 5) The principal believes that they are responsible for educating all children in an effort to build the education system (Armstrong, ,2006). Inclusive leadership is not a term that indicates the position of a person or individual who carries out a predetermined task but as a collective process that exists in each person or who represents them (Ryan, 2006a). Then in his writing that inclusive leadership in inclusive education consists of several activities, which include supporting the implementation of inclusion, participating in education, building with full awareness, developing dialogue, prioritizing learning by doing, supporting inclusiveness as a decision-making strategy and policy, and building togetherness (Ryan, , 2006a).
In accordance with the results of research on leadership transformation in inclusive education which is mostly carried out in developed countries, such as research conducted by (Ryan, 2006 ) to reveal problems that occur in developing countries, especially in Indonesia, is very rarely carried out by researchers. . The main factor influencing student participation in developing inclusive education is culture or what can be called norms, values and ways of acceptance in implementing inclusive practices. The main focus for implementing sustainable inclusive education is leadership and is a commitment to implementing the principle of inclusion in education, both in the position and in the function of a leader. Developing an inclusive approach does not arise from the pupil as a mechanical process, or from the organization, at a certain level of participation, but rather an encouragement to develop an inclusive culture and as a commitment from all officials to carry out the process of increasing participation among teachers, parents and students 273 and development of school principals (Jones et al., 2015;Tingle, Corrales, & Peters, 2019). Principal leadership is very important for the success of school organizations because leaders create positive change in education by encouraging school staff to take initiative and change (Quin, Deris, Bischoff, & Johnson, , 2015). School leadership has a significant effect on the features of the school organ, which positively affects the quality of teaching and learning. The function of leadership is to build organizational conditions that foster high quality teaching and produce improvements in learning outcomes (Leithwood, Harris, & Hopkins, , 2020).

Inclusive Education
Inclusive education is a process that focuses on and responds to the diverse needs of all learners through participation in learning, culture and community, and reduces exclusion in and from education (UNESCO, 2003). Inclusive education accommodates all learners regardless of their physical, intellectual, social, emotional, linguistic conditions and other conditions. This means including children with disabilities and talents, street and working children, children from remote and nomadic (nomadic) populations, children from linguistic, ethnic or cultural minorities, and children from other marginalized groups or areas. Regular schools with an inclusive orientation are a very effective means of eradicating discrimination, creating warm societies, building an inclusive society, and making education successful for all (UNESCO, 1994a(UNESCO, , 2003. Inclusive education aims to enable teachers and students to feel comfortable in diversity, and see diversity not as a problem, but as a challenge and enrichment for the learning environment (UNESCO, 2003). The basic principle of inclusion is to respect differences in human society. Through inclusion we seek and nurture the gift that is in everyone. In this way it can be believed that students in inclusive schools will be freed from tyranny by getting their rights (Kunc, 1992). Inclusive education is the integration of children with disabilities (with disabilities) into school programs (Smith, 2009). Inclusive education is 'an increasingly contentious term that challenges educators and the education system' (Maclean, 2017). According to Law No. 20 of 2003, what is meant by children with special needs are children who have physical, emotional, mental, intellectual and / or social disabilities so that they are entitled to special education. In addition, children in remote or underdeveloped areas as well as remote indigenous communities have the right to receive special service education. And children who have the potential for intelligence and special talents are entitled to special education (Indonesia, 2003). In line with this understanding, (Iswari, 2007) argues that children with special needs are children who experience physical, mental, emotional and social disabilities or a combination of these things in such a way that they are either permanent or temporary in nature so that they need educational services. From some of the opinions above, inclusion can mean the acceptance of children who have obstacles into the curriculum, environment, social interaction and self-concept (vision-mission) of the school. Inclusion means different things for each person. It is hoped that children with disabilities or special needs can be educated together with other normal children through this inclusive education, so that there is no gap between children with special needs and other normal children. In addition, children with special needs are also expected to maximize their potential. Thus inclusive education is a special education service system that requires all children with special needs to be served in the closest school in the normal class together with their peers. For this reason, there is a need for good principal leadership that is able to facilitate the need for inclusion into the school system, as well as the need for collaboration with all parties involved in implementing inclusion in schools so that schools can become institutions that support meeting the special needs of each child. In addition, inclusive education is also expected to involve parents and the community in various educational activities.

RESEARCH METHODOLOGY 3.1 Search and Review Methods
The focus of this literature review is "Principal Leadership and Inclusive Education." The process of reviewing this literature begins with a search engine, Google scholar, to search for articles with the keywords "Leadership, Principal, inclusive. The criteria included in this study are as follows: The qualitative results of the principal's leadership in the implementation of Inclusive Education, Research conducted in the world, this study uses English. The number of related articles was taken from literature searches; there were 7310 articles from Google scholars, 32 articles related to leadership of the principle in the world and 302 articles related to inclusive education in the world from searching the Directory of Open Access Journals (DOAJ). A total of 60 articles were reviewed by researchers with similarities about leadership, school principal, and inclusive education. From the articles reviewed, 15 articles were selected as in the literature review process flow chart shown in Figure 1. The following are the twenty-five journal articles reviewed as in table 1.

RESULTS AND DISCUSSIONS
From this study literature review through several articles that the author has read, analysis of research on principal leadership in the implementation of inclusive education in various countries in the world, there are various ways of collecting data related to principal leadership and the implementation of inclusive education in the world. The most commonly used are interviews and observations. Research on principal leadership and the implementation of inclusive education in the world has been carried out in various countries. Table 1 shows that research has been carried out in schools and universities from various countries (America, Canada, Texas, South Africa, Finland, Malaysia, China, Turkey, Singapore, Australia, Norway, Germany, Brunei Darussalam, Philippines, Vietnam, and other countries; Asia Indo-Pacific, namely Bangladesh, Sri Lanka, Bhutan, Kiribati, Pacific Islands, and Macau). The results of the research mostly indicate that the true meaning of 'inclusion' is always related to the study participants' own understanding and significant changes in the student population with the special needs of students who currently come from various basic backgrounds with a wide spectrum of new types of special needs (Jahnukainen, 2015)