Abstract:

The purpose of this study is to problematize and bring to debate the different leadership and school management styles in basic and secondary education—compulsory schooling in Portugal—and their influence on educational dynamics related to the inclusion of students with disabilities, that is, students with specific educational needs (NEE), as designated within the portuguese educational system in accordance with Decree-Law 54/2018 of 6 July. Within the framework of the Inclusive Education Act, the term specific educational needs refers not only to students with neurodevelopmental disorders but also to all those who, at any point in their schooling, require educational measures to overcome barriers to learning and participation, whether temporarily, over an extended period, or on a continuous basis.

The study seeks to understand the factors that influence schools both in terms of their organisation and educational management practices, and in terms of their leadership models, with a view to analysing the implementation and practical applicability of educational policies aimed at equity and school inclusion.

Starting from the training and professional experience of school principals, the research aims to understand their vision, strategic orientation, and modes of governance, in defence of a democratic, community-oriented, and solidaristic educational practice. In this context, it also seeks to examine intermediate and professional leaderships—particularly within special education—as pathways that promote inclusion and equity for all, and more specifically for students with neurodevelopmental disorders.

This paper presents a state-of-the-art review that informs the ongoing research and outlines an epistemological design based on a mixed-methods approach, drawing on quantitative methods (questionnaire surveys) and qualitative methods (document analysis, interviews, and focus group discussions). Accordingly, the guiding questions of this communication include: Which national and international leadership styles appear to best promote school inclusion? Is it possible to identify school management practices that effectively respond to the educational challenges of inclusion? Can distributed leadership meet the demands of diversity and the unique needs of each student? What role does the school principal play in fostering educational inclusion and equity?

Keywords:

Democracy in Schools, Leadership, School Management, Inclusion and Equity in Education.