THE LEADERSHIP OF SCHOOL HEADS IN PROMOTING INCLUSION: OPINIONS, GOOD PRACTICES AND IMPACT ON LEARNING AND THE SCHOOL ENVIRONMENT

This paper aims to investigate the growing complexity of school communities, determined by an increasing heterogeneity of pupils, especially those with special educational needs. The growing incidence of migration, in the absence of adequate school organization geared towards inclusion, contributes to the emergence of educational vulnerability and explicit school dropout [1]. In a scenario characterized by an increasingly significant presence of migration, violence and educational vulnerability, it seems necessary to consider forms of leadership capable of orienting school organization towards inclusion as a cultural, pedagogical and strategic principle, capable of countering these critical issues and promoting differences, supporting the active participation of all students. These reflections have led to the intention to explore in this contribution how school leadership styles and practices can contribute to the construction of inclusive schools. The research is part of a theoretical framework that interprets the school as a complex organization [2,3] and as a complex adaptive system [4,5], characterized by dynamic interactions, adaptation processes and flexible process management structures. From this perspective, the headteacher's leadership would take on a strategic role in promoting inclusive cultures, policies and practices [6,7], acting as a generative and promoting element of an organizational culture [8,9] oriented towards the values of equity and equal opportunities.