Abstract:

In the context of Slovak education, the idea of inclusive education is a relatively new concept that changes its traditional model with a long-term tradition focused on the development of special education. In Slovakia, this concept is widely discussed, and there is a confrontation between the supporters and opponents of this idea. The opponents point out that inclusion brings many problems into schools. The supporters, on the other hand say that inclusion is an obvious and necessary attitude of modern school towards children, and the problems associated with it are understood as the logical consequences bought by the absence of an inclusive curriculum. Although two major curricular reforms (2008 and 2015) have recently been implemented in Slovakia, these did not include the concept of inclusive education. The practice in Slovak schools has stalled "in the usual ways" and there continues to be a significant differentiation with the structured system of special schools, which is subject to frequent criticism especially by non-governmental organizations, parents and the European Commission. Adopting a new paradigm requires a well-disposed environment that allows for a change in thinking or perspective on inclusive education. Such an experience was brought to Slovak schools by a National Inclusive Education Project (PRINED), which was implemented during 2014 and 2015.Thanks to the project, teams of professional and pedagogical staff (e.g. special education teachers, school psychologists, pedagogical assistants, speech therapists) started working at 100 elementary schools. Their goal was to provide comprehensive and professional support for children within their educational needs directly at schools.

The presented paper analyzes the work of these inclusive teams at elementary schools. It has the character of a research study. It poses a question: How do the members of inclusive teams asses their mutual cooperation with elementary school management? Research was of a qualitative nature. Using the method of content analysis, it analyzed the transcripts of the responses provided by the inclusive team members. The responses were obtained through the implementation of focus groups. Research findings were acquired by an analytical induction procedure used in the transcripts of responses from 20 inclusive teams.

Based on our research findings, we conclude that Slovak schools might not be ready to support inclusive teams. It seems that school managers lack both the professional and legislative knowledge in the field of inclusive education. It also turned out that the managers within our research sample had poorly developed capabilities to coordinate the work of inclusive teams, as well as the ability to create an encouraging environment for these teams. The way towards changes could be paved by educating the school management in the theory of inclusive education, as well as by training the managers in the organization of work for inclusive teachers at schools. These two elements have proved to be the necessary conditions for improving the quality of work of inclusive teams.

Keywords:

School management, inclusive education, elementary school, inclusive team.