Inclusive School Leadership

The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Mac Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of an institution or the institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.