Indeks inkluzivnosti socialne kulture šole
Ključne besede:
šola, socialna in inkluzivna kultura, politika in praksa, prepreke pri učenju in sodelovanju, podpora različnostimPovzetek
In their reflections on school as an educational institution, most authors have written about its organizational and institutional issues, which is why, in the past, the school theories were most commonly interpreted as school organization theories. Contemporary school theories attempt to include the school as a whole, with a deeper understanding of its social, educational and inclusive identity. Therefore, the aim of this paper is to answer the question to which extent the covered primary and secondary schools create and develop inclusive cultures, produce inclusive policies and evolve inclusive practices. The results indicate that the schools, secondary in particular, should take more responsibility and share the philosophy of inclusive education with the parents and the community. They should continuously develop the school as a safe community that embraces, cooperates and respects, supports and shows tolerance, develops common inclusive values that guide the decision-making on school policies and practices. Different forms of support and resources require better coordination, and the expertise of school staff should be further developed and upgraded in finding answers to the question of how to respond to diversity among students. The Index for Inclusion is recognized as an important cultural, political and economic issue woven into the social, inclusive and pedagogical/educational identity of the schools. It strives to reduce all forms of discrimination and remove barriers to learning and participation as well as future employment.
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