Dr Mary Moloney is a researcher, author and lecturer in Early Childhood Care and Education at Mary Immaculate College, Ireland. Mary previously worked as an early years educator, and has extensive experience of working with young children, and of leadership and management in the early childhood education and care field. Eucharia McCarthy is senior lecturer and Director of the Curriculum Development Unit and lecturer in Special Education at Mary Immaculate College, Ireland. She is also a PhD student at the University of Northampton.

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• List of Tables List of Figures Acknowledgments List of Abbreviations Chapter 1: Introduction Chapter 2: Understanding Special Educational Needs and Disabilities Chapter 3: Attitudes, Values and Beliefs Chapter 4: Leading and Sustaining an Inclusive Culture Chapter 5: Leading, Building and Maintaining an Inclusive Learning Environment Chapter 6: Leading and Maintaining an Emotionally Safe Environment Chapter 7: Leadership in Planning an Inclusive and Responsive Curriculum Chapter 8: Leading Assessment for Learning to Support Inclusion Chapter 9: Leading Collaborative Working Chapter 10: Intentional Leadership for Inclusion: Final Thoughts

Dr Mary Moloney is a researcher, author and lecturer in Early Childhood Care and Education at Mary Immaculate College, Ireland. Mary previously worked as an early years educator, and has extensive experience of working with young children, and of leadership and management in the early childhood education and care field. Eucharia McCarthy is senior lecturer and Director of the Curriculum Development Unit and lecturer in Special Education at Mary Immaculate College, Ireland. She is also a PhD student at the University of Northampton.

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• List of Tables List of Figures Acknowledgments List of Abbreviations Chapter 1: Introduction Chapter 2: Understanding Special Educational Needs and Disabilities Chapter 3: Attitudes, Values and Beliefs Chapter 4: Leading and Sustaining an Inclusive Culture Chapter 5: Leading, Building and Maintaining an Inclusive Learning Environment Chapter 6: Leading and Maintaining an Emotionally Safe Environment Chapter 7: Leadership in Planning an Inclusive and Responsive Curriculum Chapter 8: Leading Assessment for Learning to Support Inclusion Chapter 9: Leading Collaborative Working Chapter 10: Intentional Leadership for Inclusion: Final Thoughts