Aiming at Inclusive Schools: Czech School Leaders’ Perspectives
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | In this paper we focus on selected key processes of school leadership as conditions to be fulfilled if inclusion is aimed at. Above all it is about work with vision, planning, as well as mechanisms of cooperation and communication. We are interested in how school leaders describe and explain these processes, what they find functional in them and which relations can be found among particular actors. Then we ask where they find the potential for the development or adaptation of these processes, how they substantiate it and which resources they use. And, finally, we are interested in what role inclusion plays within the vision of leaders and the whole school, and how much vision is projected in these processes. This study therefore deals with the way these processes and questions are perceived by school leaders (the headteacher, his/her deputies and the head of the after-school club) and the school advisory board, which is a professional body for the implementation of pro-inclusive steps as part of the management, support and share of inclusion. For the purpose of this paper we focus on some selected key processes of school leadership as conditions to be fulfilled if inclusion is aimed at. Above all it is about work with vision, planning, as well as mechanisms of cooperation and communication. We are interested in how school leaders describe and explain these processes, what they find functional in them and which relations can be found among particular actors. |
| Related projects: |