The first layer : the school management
Both school management and staff meet four discourses daily as justification for or against inclusion : • The economic discourse - with focus on efficiency and resource utilization • The pragmatic discourse – with focus on effective courses of action in relation to given premises• The political discourse - with focus on efforts that engender security and provide a feeling of social cohesion• The ethical discourse - with focus on the right of access to learning and having a say in one’s own life.
There is an important leadership function here in contributing to a clarification of which discourse is brought into play in the ongoing discussion of developing the inclusive school.
The stakeholders of inclusion
- Students / pupils : any child, adolescent or adult temporarily being part of an education and learning community
- Boards : democratic and responsible chosen delegates with formal responsibility for the specific school, institution or organization
- Parents / Family : persons with relations defined by being part of family in any kind
- Local communities : informal or formal communities of practices in the local area with any kind of possibility for participating in activities or influence on individuals or groups
- Ecucation authorities : any power or supportive office in the municipality, the region or in the state administration aimed at helping and coordinating efforts directed to individuals
- Networks : non-governmental organizations supporting specific issues related to a situation of having specific needs and/or being in a vulnerable situation in the short or the long run
- Staff : all employees affiliated with the school, the institution or organization
- Politicians : persons elected on any level carrying the responsibility for creating and adjusting policies based on ideologies with impact on practice in school and consequences for all stakeholders
Steps and actions
- Setting up coordination group
- Creating values with the working group
- Deciding on further direction with the new values
- Investigating dilemmas and barriers to overcome them
- Clarifying present and not present resssources
- Deciding on chosen pathways
- Implementing plan and actions
Discover all the tools and ressources of the European Inclusion Compass for more inclusiveness in the education of youth
Inclusion compass for SPISEY Website
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Transcript
The first layer : the school management
Both school management and staff meet four discourses daily as justification for or against inclusion : • The economic discourse - with focus on efficiency and resource utilization • The pragmatic discourse – with focus on effective courses of action in relation to given premises• The political discourse - with focus on efforts that engender security and provide a feeling of social cohesion• The ethical discourse - with focus on the right of access to learning and having a say in one’s own life.
There is an important leadership function here in contributing to a clarification of which discourse is brought into play in the ongoing discussion of developing the inclusive school.
The stakeholders of inclusion
Steps and actions
Discover all the tools and ressources of the European Inclusion Compass for more inclusiveness in the education of youth