Winner! - 2016 Exceptionality Education International Book Prize Award. This award is for excellence in publishing in the area of special education for the year 2015. This award-winning book explores thinking about teaching and learning as an educative process. It is about creating a positive learning environment for all students and is different from most other books on such a topic. It is written by three experienced teachers who as academics, in the pursuit of evidence-based practice, have progressed research and teaching in special education, educational psychology and leadership. To breathe life into what is too often presented as dry theory, they share a narrative of their working experiences. This narrative takes us on a journey where we will meet different characters. It aims to empower the reader by illustrating a range of research driven strategies through the voices of the characters. The reader will hear the lived experiences of students, parents, new and experienced teachers, teacher assistants and school leaders. In their stories the authors seek to share helpful understandings of realistic ways that can address everyday challenges conducive to positive relationships, environments and learning.

This article presents the case for developing a particular form of leadership to meet the challenge of educational diversity. A model for inclusive leadership is articulated drawing upon the fields of educational management and leadership, knowledge management, individual differences and educational inclusion. The article begins with a proposition about the nature of professional learning, knowledge management and educational diversity. It develops the notion of a othinking practitionero engaged in developing praxis. This is understood to describe a process of developing and using a mix of theoretical and practical knowledge specific to an educational context. A set of principles for olearningo leadership and also olearning leadershipo are examined in relation to this proposition. These principles following Aristotelian philosophy are related to the idea of pragmatic virtue and are identified as a basis for the construction of a conceptual model of inclusive leadership. This model is offered, in turn, as a heuristic for use in understanding the systemic and human interaction between structure and agency in actualizing provision for educational diversity in the learning community. Finally, this conceptual framework is presented as a tool to use in further establishing an integrative management of a personalized and social approach to education grounded in an emerging notion of virtuous leadership.