| Abstract [eng] |
In the contemporary education system, increasing attention is paid to the diversity of students educational needs and the implementation of inclusive education principles. Therefore, the organisation of educational support in general education schools is a significant precondition for the quality of the educational process. As inclusive education is being strengthened in Lithuania, schools face increasing demands to ensure consistent and coordinated provision of educational support, responding to individual student needs and creating conditions for their full participation in the educational process. Educational support includes not only work with students, but also cooperation with their parents (guardians), teachers and other specialists. Despite clearly defined educational policy provisions and legal regulations, in practice the organisation of educational support in schools faces challenges. These are related to ensuring timely support, aligning the activities of different specialists, distributing responsibilities and responding to the increasing diversity of students needs. This shows that the organisation of educational support is not only a normative provision, but a complex organisational process requiring consistent managerial decisions at the school level. Although scientific research and educational policy documents widely discuss the principles of educational support and inclusion, less attention is given to practical organisational solutions and the role of school leaders in organising the activities of educational support specialists. Therefore, this study addresses the problem of how educational support is organised in general education schools and what role school leaders managerial decisions play in this process. The object of the research is the organisation of educational support for students in general education schools. The aim of the research is to analyse the organisation of educational support by revealing school leaders experiences and managerial decisions in mobilising the activities of educational support specialists. A qualitative research method is applied. Empirical data are collected using semi-structured interviews with school leaders responsible for organising educational support. The study seeks to reveal how school leaders organise educational support processes, how they mobilise specialists’ activities and what decisions they make to ensure accessibility of support for students. It is expected that the results will contribute to a better understanding of educational support organisation at the school level, highlight key challenges and reveal the role of school leaders. The findings may be relevant for analysing practice and strengthening managerial decisions in schools. |
