| Title |
Įtraukiojo ugdymo įgyvendinimas: mokyklų vadovų patirtys valdant pokyčius / |
| Translation of Title |
Implementing inclusive education: experiences of school leaders in change management. |
| Authors |
Bilbokaitė, Renata ; Valuntinaitė, Violeta |
| DOI |
10.15388/se.2024.47.1 |
| Full Text |
|
| Is Part of |
Specialusis ugdymas = Special education.. Vilnius : Vilniaus universiteto leidykla. 2024, Nr. 47, p. 5-35.. eISSN 2424-3299 |
| Keywords [eng] |
inclusive education ; change management ; experiences of school leaders ; implementation of inclusive education |
| Abstract [eng] |
Education for all is one of the goals of sustainable development, however, in order to ensure it glob-ally, it is necessary to implement policy goals at different levels and to constructively and proactively manage changes in educational institutions. The implementation of inclusive education is a long-term process of the transformation of education, the management of which is largely the responsibility of educational leaders. The aim of the research is to analyse the change management experiences of school heads in implementing inclu-sive education.The qualitative approach chosen for the study was a semi-structured qualitative interview. The study involved 35 heads of educational organizations. Content analysis was used to analyse the research data.The research results revealed different experiences of school heads in managing changes in inclusive edu-cation: in the process of strategic development of an inclusive culture, unfavourable attitudes of teachers, various difficulties in organizing the basic education process and ensuring educational assistance, and limi-tations in monitoring are encountered. Change management is also becoming more complex in additional management processes: there is a lack of cooperation and partnership between communities; the competence of existing teachers is insufficient and there is a shortage of educational staff; changes in inclusion manage-ment are also held back by limited finances and unorganized infrastructure. Positive experiences of the school heads were experienced through successful mobilization of the cooperation of the school community, team-work, and networking. When creating the culture of an inclusive school, the managers name the effective-ness of educational assistance, the usefulness of teamwork, and the application of various methods closer to personalized child education in the educational process as successful cases. The managers identify three key competences, to the development of which they would like to pay more attention in the context of creating an inclusive school: people management, strategic and educational institution management, and partnership and collaboration competences. |
| Published |
Vilnius : Vilniaus universiteto leidykla |
| Type |
Journal article |
| Publication date |
2024 |
| CC license |
|
