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Towards school inclusion
Marques, Karin ; Straková, Jana (advisor) ; Lazarová, Bohumíra (referee) ; Hájková, Vanda (referee)
Towards School Inclusion Abstract Since September 2016, the so-called inclusive amendment, i.e. Decree No. 27/2016 Coll., on the education of pupils with special educational needs, has been in force in Czech schools. The multiple-case study of three schools describes the process of change in different contexts prior to 2016. Three inclusive schools were selected based on measuring the level of inclusion and their public declaration of striving for inclusion. The data research sources were narrative interviews with current and former principals of the selected schools, their deputies, some teachers, assistants, parents and/or representatives of the municipality. IPA was used to analyze the data. The inclusive school is a product of a principal's vision and their transformative leadership. The key for a successful transformation was to change not only processes and structures but mainly the culture, thus common understanding of the goals. The central concept was communication and collaboration. The respondents perceived themselves as pioneers and communities sharing the same values. Creating conditions for respecting the needs and differences of each child and gaining community trust were the necessary steps for this transformation. It was important to raise sufficient funds, to work hard and to improve...
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Towards school inclusion
Marques, Karin ; Straková, Jana (advisor) ; Hájková, Vanda (referee) ; Lazarová, Bohumíra (referee)
Towards School Inclusion Abstract Since September 2016, the so-called inclusive amendment, i.e. Decree No. 27/2016 Coll., on the education of pupils with special educational needs, has been in force in Czech schools. The multiple-case study of three schools describes the process of change in different contexts prior to 2016. Three inclusive schools were selected based on measuring the level of inclusion and their public declaration of striving for inclusion. The data research sources were narrative interviews with current and former principals of the selected schools, their deputies, some teachers, assistants, parents and/or representatives of the municipality. IPA was used to analyze the data. The inclusive school is a product of a principal's vision and their transformative leadership. The key for a successful transformation was to change not only processes and structures but mainly the culture, thus common understanding of the goals. The central concept was communication and collaboration. The respondents perceived themselves as pioneers and communities sharing the same values. Creating conditions for respecting the needs and differences of each child and gaining community trust were the necessary steps for this transformation. It was important to raise sufficient funds, to work hard and to improve...
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