Povzetek
Podatki kažejo, da se v vrtcih, šolah in zavodih za vzgojo in izobraževanje otrok s posebnimi potrebami srečujejo z vse bolj raznoliko populacijo otrok. V prispevku pozornost namenjamo posebej ranljivim skupinam otrok, kot so otroci in učenci s posebnimi potrebami, nadarjeni učenci, begunci, priseljenci, učenci avtohtonih manjšin in romske etnične skupnosti, in pri tem izpostavljamo pomen šole kot enega ključnih varovalnih dejavnikov duševnega zdravja otrok. Predstavimo značilnosti šole z razvito inkluzivno kulturo in pomen vloge ravnatelja pri spodbujanju in razvijanju inkluzivne kulture in prakse na šoli. Ključni ob tem ostajajo skrb za strateško usmeritev šole, za sodelovalno šolsko kulturo in kakovost poučevanja. Za usmerjeno samoevalvacijo pedagoškega vodenja, ki je ravnatelju v pomoč pri načrtovanju posameznih faz oblikovanja programa šole za preprečevanje in reševanje težav pri učenju ter spodbujanju vključujoče kulture, so lahko v podporo predstavljeni vprašalniki in kazalniki.
Abstract
Starting points for pedagogical leadership in an inclusive school
The data show that in kindergartens, schools and institutions for education of children with special needs, there is an increasingly diverse population of children. The paper focuses on particularly vulnerable groups of children, such as children and students with special needs, gifted students, refugees, immigrants, students from indigenous minorities and the Roma ethnic community. The importance of school as one of the key protective factors of children’s mental health is highlighted. The characteristics of a school with a developed inclusive culture and the importance of the headteacher’s role in promoting and developing an inclusive culture and practice at school is presented. Care for a strategic direction of the school, for a cooperative school culture and the quality of teaching remains of key importance. The presented questionnaires and indicators can serve as support for a targeted self-evaluation of pedagogical leadership, which helps the headteacher plan the individual phases of the school’s program for preventing and solving learning difficulties and promoting an inclusive culture.