School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

Education authorities can support this by:

School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

Education authorities can support this by:

School leaders play a key role in ensuring learners’ full participation and engagement by setting a clear direction, developing staff and other stakeholders to collaboratively create a learning community which values diversity, addresses equity and ensure

School leaders play a key role in ensuring learners’ full participation and engagement by setting a clear direction, developing staff and other stakeholders to collaboratively create a learning community which values diversity, addresses equity and ensure

School leaders play a key role in ensuring learners’ full participation and engagement by setting a clear direction, developing staff and other stakeholders to collaboratively create a learning community which values diversity, addresses equity and ensures that ALL learners receive a high-quality education.

Three key policy levers support the development of inclusive school leaders:

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