Η προώθηση της συμπεριληπτικής εκπαίδευσης μέσω της βιώσιμης στρατηγικής ηγεσίας (εμπειρική διερεύνηση)
View/
Keywords
Συμπεριληπτική εκπαίδευση ; Ειδικές εκπαιδευτικές ανάγκες ; Ισότιμη εκπαίδευση ; Βιώσιμη / αειφορική ηγεσία ; Ποιοτική εκπαίδευσηAbstract
Within the framework of the international effort to enrich and promote the basic principles of sustainable development in education, and particularly in an effort to achieve the 4th objective of the UN Agenda regarding the Promotion of Free, Equal and Quality Education, the need to promote inclusive education in school units is more acute than ever. Inclusive education is a philosophical concept, with a particular emphasis on different aspects of the educational process that aim to continuously modernize the schools of today. It is a challenge to create a community that offers equal learning opportunities, that instills security, acceptance and cooperation and invests in the well-being of students regardless of gender, race, ethnicity, socio-economic class or state of mind. Inclusive education is an innovative and creative educational process that shifts the emphasis from the individual to the collective. Inclusive schools acknowledge and embrace diversity. They do not focus on the educational needs and particularities of individual students but on the wider goals of the whole school community. Certainly, the school leader - who needs to challenge the establishment, to constantly reflect on democratic values, to focus on the sustainability of education and to be flexible - plays a key role in promoting an inclusive culture amongst its subordinates and in creating the basis for continuous improvement. The purpose of this paper is to study the inclusive practices that primary school principals apply to their educational activities, to the school climate, to their subordinates and to the community, as well as the main obstacles they may face in their effort to cultivate an inclusive culture within a sustainable school.