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Markmið rannsóknarinnar var að varpa ljósi á núverandi úthlutun og ráðstöfun fjármuna til grunnskóla með það í huga að skoða hvaða breytinga er þörf til að fjármögnun styðji starfshætti sem einkenna hugmyndafræði og stefnu um menntun fyrir alla. Rannsóknin var tilviksrannsókn þar sem byggt var á gögnum úr samstarfsverkefni þrettán sveitarfélaga um fjármögnun menntunar fyrir alla í grunnskólum. Helstu niðurstöður rannsóknarinnar eru að allt bendir til þess að úthlutun og ráðstöfun fjármagns til skóla sé sambærileg milli sveitarfélaganna þrettán sem tóku þátt í verkefninu. Töldu þátttakendur að fjármögnun grunnskóla byggðist á úreltum aðferðum, svo sem áherslu á flokkun og greiningu nemenda, sem þörf sé á að endurskoða með það að markmiði að auka sjálfræði skólastjórnenda í ráðstöfun fjármuna svo að þeir geti stutt skólana betur sem faglegar stofnanir sem geti leyst flest þau viðfangsefni sem upp koma í skólastarfi. Þannig geti fjármögnun stutt breytingar á skólamenningu, kennsluháttum og skipulagi stuðnings innan skóla.

In today’s fast changing multicultural societies, governments and organisations must use their agency to ensure the contribution and inclusion of all cultures and ethnicities. A key factor for enabling this is ensuring education plays a leading role in facilitating the creation of an inclusive society. In this context, the education of teachers must be a priority given the reach and impact teachers have on a society. Therefore, teacher education with its role in preparing pre-service teachers for teaching in a multicultural setting is uniquely placed to enable focus on and engender a foundation for enabling inclusivity, equality and social justice in education. The purpose of this chapter is to discuss the policy framework needed for preparing preservice teachers to work with learners from diverse linguistic and cultural backgrounds. The aim is to gain knowledge and understanding of how the concepts of inclusion and culturally responsive pedagogy are reflected in teacher education policy in the island nations of Iceland and the Faroe Islands.

This chapter discusses collaborative action research carried out by the authors while preparing and teaching a professional development course to develop inclusive school practices. The purpose was to understand how a professional development course on inclusive education can be developed through a distance learning module for diverse participants. The authors discuss how they explored how they were able to be inclusive throughout the course as well as the insights they gained into how course participants developed their own inclusive practice and pedagogy.

Kennaramenntun á Íslandi er fimm ára sérmenntun á háskólastigi; þrjú ár í grunnnámi og tvö á meistarastigi. Eftir meistarapróf til kennsluréttinda eiga kennarar að hafa góða fræðilega sérþekkingu, geta nýtt helstu rannsóknaraðferðir í uppeldis- og menntunarfræðum, tekið þátt í faglegri umræðu og rökstutt skoðanir á málefnum með fræðilegri þekkingu og rannsóknarniðurstöðum. Til 2020 var skylt að ljúka meistaranáminu með minnst 30 eininga lokaverkefni. Frá hausti 2020 hefur Menntavísindasvið boðið upp á meistaranám til kennsluréttinda án þess að gera lokaverkefni, svokallað MT-nám (e. master of teaching).Tilgangur rannsóknarinnar var að varpa ljósi á gildi þess að vinna MEd-/MA-verkefni í meistaranámi á Menntavísindasviði. Markmið rannsóknarinnar var að skoða hvernig útskrifaðir meistaranemar upplifðu ferlið við að vinna rannsóknartengt meistaraverkefni og hvaða gildi þeir töldu það hafa fyrir sig sem fagmenn.Rannsóknin byggði á aðferðafræði eigindlegra rannsókna. Gögnum var safnað með eigindlegri spurningakönnun þar sem svör fengust frá 58 þátttakendum og rýnihópaviðtölum við 20 þátttakendur. Greining gagna fólst í láréttri greiningu á svörum við spurningalista og lóðréttri greiningu gagna úr rýnihópaviðtölum.Niðurstöður benda til þess að flestir þátttakendur hafi talið sig hafa haft mikið gagn af að hafa unnið rannsóknartengt lokaverkefni. Í gegnum rannsóknarferlið upplifðu þeir valdeflingu og töldu sig eiga auðveldara með að taka afstöðu, útskýra vinnubrögð sín og fylgja þeim eftir.

Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a mo...

This paper compares the systems of support in inclusive education in Canadian and Icelandic schools. The rationale for comparing these two support systems is grounded in the idea that they ...

Inclusive education is a prominent feature of Icelandic educational policy. However, an external audit by the European Agency for Special Needs and Inclusive Education (2017) revealed that even though the policy is clear, administrators and practitioners within the school system lack clarity about the concept of inclusion and a deeper understanding of what constitutes inclusive practices in schools. One of seven main recommendations of the audit is to “Ensure that all stakeholders understand inclusive education as the basis for high-quality education for all learners”, and, to that end, organise “national and local-level dialogue about the kind of schools and learning communities that stakeholders want and the best ways to achieve/develop those” (p. 16). To respond to this recommendation, 23 meetings were held across Iceland to discuss the advancement of education for all, organised by a task force assigned by the Ministry of Education and Culture. Representatives of preschools, primary and secondary schools, leisure services, parents, municipal school services, social services and health care from all Icelandic municipalities were invited to the meetings. At the meetings, participants worked on projects in groups of six to eight. Each group was asked to agree on the ten most important actions to promote education for all and to prioritize them as a pyramid so that the most important action would come first, then two in second place, three in third, and so on. Each group’s pyramid was then analysed in order to form a single pyramid reflecting the common conclusion of the groups. The aim of this paper is twofold: The first aim is to present the findings from the 23 meetings based on the analysis described above. The conclusions contain three themes: 1) External framework, cooperation and education; 2) attitudes, support, policy and vision; 3) students, learning, and teaching. The first theme focused on reviewing the guidelines of the Municipalities Equalization Fund so that the allocation of funds would be independent of diagnoses and in order to increase the time and scope for professional development of teachers, especially in preschools. There were calls for more flexible curricula and timetables and for a more diverse internal organization, as well as ensuring equal access to services regardless of residence, strengthening team teaching in schools and creating a learning community by increasing teacher collaboration and interdisciplinary collaboration within the school, as well as cooperation between staff and management. In the second theme, it was thought that changing the attitudes of everyone in the school community was a prerequisite for increased positivity towards education for all, that expectations and attitudes towards students needed to be characterized by a mindset of growth and development, that school services needed to be holistic and diverse, and that the work of those who provide them needed to be better coordinated. Furthermore, there were calls for a formal process to implement the policy of education for all through an action plan, clear procedures, evaluation, and a follow-up. In the third theme, participants focused on meeting the different needs of all students in school and ensuring that they received suitable assignments; special mention was made of children of foreign origin, precocious students and children with mental health problems. The groups considered it important to develop practices in schools with purposeful reflection at work, diversity, flexibility, and the search for solutions. They considered it important to increase the number of professional teachers and other experts in the schools, to strengthen the pedagogical leadership of education for all, with managers at the forefront, and to support both managers and teachers in their leadership roles. Secondly, the paper aims to present the authors’ proposals for promoting education for all in Iceland. The proposals are based on the aforementioned findings from the meetings and underpinned by the results of the external audit of the European Agency (2017) and the knowledge base of inclusion and professional learning communities to create the conditions for improving practice. Furthermore, an ecosystem model of the education system is employed to identify the responsibility of each level and establish a vision of shared responsibility across the levels. The student is the common denominator in all the proposals, whose common goal is to fulfil the objectives of the Icelandic education policy on education for all. This common goal is followed by proposals in six sections: 1) teacher education and career development, 2) learning communities, 3) working conditions in schools, 4) evaluation of schoolwork, 5) school services and 6) the interplay of systems and the utilization of resources

Inklusive Bildung ist zu einem globalen Ziel geworden. Dieses Ziel wird durch die Anerkennung des Menschenrechts auf Bildung für alle und die Vision einer demokratischen Gesellschaft unterstützt, die Vielfalt in all ihren Facetten wertschätzt. Die Förderung angesichts der Vielfalt der Schüler*innen mit dem Ziel der Verbesserung des Lernens aller, bleibt für Lehrer*innen in allen nationalen Kontexten eine herausfordernde Aufgabe, da sowohl die gemeinsame Bildung für alle ausgeweitet als auch inklusive Bildung universell werden soll. Die erfolgreiche Unterstützung verschiedener Schüler*innen in ihren Lernprozessen gilt seit Jahrzehnten als das Herzstück einer ausgezeichneten Pädagogik. Dennoch finden wir in ganz Europa signifikante, persistente Unterschiede, sowohl hinsichtlich des Umfangs als auch der Qualität der inklusiven Schulbildung, die auf einer Reihe von institutionalisierten Strukturen und Kulturen beruhen und sich unter anderem in organisatorischen Rahmenbedingungen und Lehrmethoden heterogener Bildungssysteme niederschlagen. Aufbauend auf einer dreijährigen Zusammenarbeit im Rahmen des von der Europäischen Kommission finanzierten Comenius-Netzwerkprojekts „Teaching Diverse Learners in School Subjects“ (TdiverS), werden in diesem Beitrag Erkenntnisse über „inspirierende Praktiken“ der inklusiven Bildung, die in den sechs teilnehmenden Ländern – Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien – gefunden wurden, zusammengefasst. Trotz erheblicher Unterschiede in den Bildungssystemen in Europa sind überall inklusive Bildungspraktiken zu finden. Bei den Schulhospitationen fanden wir inspirierende Inklusionspraktiken in allen Ländern, auch wenn diese durchaus sehr differente Niveaus der (inklusiven) Bildungssysteme aufweisen.

Financing plays a critical role in achieving more inclusive education systems, and most European countries are considering how the way they fund education impacts the policy goal of more inclusive practice in schools. The way financing is determined in laws and regulations has a direct impact on decision-making and implementation in relation to identifying learners’ educational needs, diagnostic and assessment procedures that might be used. Crucially it impacts on the placement of learners in different types of provision, including separate special classes or special schools. Financing inclusive education systems differs from financing special needs education in several important ways. In addition to providing shared educational opportunities for learners with recognised additional needs with their peers in mainstream settings, financing inclusive education systems aims to enable all learners to gain access to the educational support they are legally entitled to. Financing inclusive education systems is also far more complex than financing general education as it relates to a multilevel and multi-stakeholder framework of policy and provision that includes non-educational aspects of educational provision that are needed to ensure all learners access to high-quality inclusive education. These non-educational aspects may cover factors such as accessibility of the physical environment, specialist support, different resources for reducing the functional consequences of different disabilities, as well as financial support for families in meeting the direct and indirect costs of education. Effective mechanisms for financing inclusive education systems entail the provision of additional funding and resources that encourage mainstream schools to develop inclusive education policies, as well as innovative and flexible learning environments that meet a wider range of learners’ academic and social needs and requirements. A higher amount of funding does not in itself guarantee better learning conditions; the successful implementation of inclusive education policies depends on how funds are allocated and to whom the funds are addressed, rather than solely on how much money is available. Effective inclusive education systems build upon funding mechanisms and strategies that consider and manage the deployment and manipulation of resources at the school level, governance mechanisms, capacity building, and school development approaches. All these strategies must be targeted at achieving the policy goal of more inclusive practice in all schools.

Purpose This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored. Design/methodology/approach This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership. Findings Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development. Originality/value Although the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Ideas of inclusion assume that every student has equitable access to education and that schools organize learning spaces that accommodate everyone. For teachers, it is a continuous search for pedagogy and approaches to meet diversity in inclusive schools. They are the key to developing inclusive practices and pedagogies in dealing with heterogeneous classes, because they are the ones who decide and develop the learning environment where students are meant to learn and work within the structures of the school system. The study was qualitative and conducted in collaboration with six school teachers who were purposefully chosen to participate. Data was collected through reiterated cycles of note taking, photographing, videotaping, and two focus group interviews. The purpose of the study was to collect examples of innovative teaching in order to promote the construction of inclusive pedagogy and education for all in inclusive environments. The aim was to learn how teachers organize their subject teaching in diverse and inclusive classrooms. The findings indicate that teachers’ beliefs and openness towards diverse students are important for supporting learning for all students. Further, the findings give an insight into an inclusive pedagogy that teachers have created.

In recent decades, inclusive education has been the focal point of many international declarations related to children’s and young people’s educational rights [...]

Denmark, Finland, Iceland, Norway, and Sweden form a group of the Nordic welfare states. Culturally, economically, and politically, these countries share historical ties with each other with a strong role of the state in social policy and education. Here, we present the main features of the current models of special needs education in mathematics in these countries. In all these countries, the primary education is free for families, and the role of the state in regulating the educational system has been strong. However, despite cultural similarities, the solutions and policies within the educational systems have developed to different directions.

The Version of Record of this manuscript has been published and is available in Studying Teacher Education 2019 http://www.tandfonline.com/doi:10.1080/17425964.2018.1541290, This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda’s focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance.

This paper presents a case study conducted in one elementary school in Helsinki, Finland, during a four-week project that began on the UN day of children's rights in 2013. According to the 12th and 13th articles of the Convention on the Rights of the Child (CRC), children have the right to express their views freely in all matters affecting them, and furthermore they have the freedom to seek, receive and impart information and ideas of all kinds (UNICEF, 1989). The authors argue that children's voices are not sufficiently heard in the process of forming the educational policies related to success at school. The data was collected from the children in the form of stories. The paper, co-written by the researchers and the teacher, draws lessons from the students' stories about the good life of an imagined person named Sofia Tammi. The aim of analysing the stories was to identify and describe children's aspirations and experiences, and especially how they defined success through the theme of ‘good life'. Furthermore, the authors explore the meaning of inclusion and justice in the Nordic context.

The compulsory school act in Iceland states that schools should be inclusive. This entails that schools need to provide every pupil with quality education according to their needs and ability, and to remove barriers to participation in learning and social situations to enable pupils and their parents to belong in the school community. Given the fact that the policy calls for significant restructuring of school organisation, it is important to consider how and whether the organisation of special needs education and support operates according to the ideology of inclusive education. The research focuses on how I, a coordinator for support services in a compulsory school in Iceland, worked on developing the organisation of support towards inclusive practice. Inclusive practice is grounded in the ideologies of social justice, democracy, human rights and full participation of all. In using the term inclusive practice, I seek to demonstrate that there are many factors that have an impact on the process of inclusion in a school setting and to emphasise the fact that inclusion is a process that can never be completed. The research is framed by the concepts of collaboration between classroom teachers and support services, leadership for inclusion and reflective practice, as these concepts have been considered crucial for re-conceptualising education practice to become inclusive. Self-study methodology was employed in the research to allow for understanding of my role in transforming practice and how that transpired. The purpose has been to transform the support service in Waterfront School so that it reinforces inclusive practice and to understand my role in improving leadership and collaboration for inclusion. This is a study in and of my practice that was divided into three distinct phases: reconnaissance phase, enactment phase and reflective phase. In the reconnaissance phase I interviewed administrators, teachers and support staff working at the school in order to achieve insight into how the people I work with understand inclusion and into their views on the support system and collaboration. Analysis of this phase illustrates the voices of staff working with pupils in the school by highlighting their perception of inclusion and their ideas about how the support system could be improved. Based on this analysis I created an action plan that I implemented in the next cycle of the research, the enactment phase. In the enactment phase the organisation of the support service was transformed according to analysis of the data from the reconnaissance phase and the process was recorded in a self-reflective research journal. Furthermore, the viewpoints of parents, pupils and learning support assistants were gathered on inclusive practices in the school and how that could be improved from their standpoint. The analysis of this phase gives an insight into how the coordination of the support system was developed, what the main challenges were, and how collaboration between general educators and the support staff in the school was transformed. In the reflective phase, I reflected on my learning of the practitioner research, alone and with others, as I analysed the data and gained understanding of my development in thinking and practice. Through reflection and with the assistance of critical friends I transformed the findings into a story that others might relate to and perhaps learn from. Findings from this study cast a light on the factors constraining or facilitating the restructuring of the support service as inclusive practice in a school. The findings show that even though I was committed to improving the practices of support, there were influences and barriers to those improvements that made the whole process complex. Breaking away from the discourses of disability, charity and pathology that dictate the practice of support, thereby changing my own and others mind set, proved to be the greatest challenge. My contribution to knowledge is the provision of a first-hand account of a middle manager endeavouring to change practice towards inclusion. Furthermore, I used the understanding gained from the research to form a model of an inclusive education system, which can be employed to inform school change across system levels, to explore inclusive practices, and to support teacher education and professional development. Through the research process I have gained an understanding that creating an inclusive support system is a complex venture. It is bigger than improving collaboration and leadership of the coordinator for support. I have learned that the position of a coordinator for support needs to be reconceptualised. While the teachers are responsible for meeting the daily needs of their pupils, the coordinator for support services has a role to provide the support and advice required to assist each teacher in fulfilling their statutory duties., Í lögum um grunnskóla á Íslandi er kveðið á um að skólar eigi að vera án aðgreiningar. Það þýðir að skólum ber að veita öllum nemendum góða menntun í samræmi við þarfir þeirra og hæfni auk þess að fjarlægja hindranir fyrir þátttöku í námi og félagslegum aðstæðum til að gera nemendum og foreldrum klei ft að tilh eyra skólasamfélaginu . Í ljósi þess að stefna n kallar umtalsverðar breytingar á skipulagi skólastarfs er brýnt að huga að hvernig og hvort fyrirkomulag sérkennslu og stuðnings fellur að hugmyndafræði skóla án aðgreiningar . Rannsó knarverkefnið fjallar um hvernig ég, í hlutverki deildarstjó ra stoðþjónustu í grunnskóla á Íslandi , leitaðist við að þróa skipulag stuðnings og sérkennslu í átt til þess að vera á n aðgreiningar. Starf í skóla án aðgreiningar byggist á félagslegu réttlæti, lýðræði, m annréttindum og þátttöku allra sem þýðir að það eru margir þættir sem hafa áhrif á ferilinn í átt til þess að skólar séu án aðgreiningar . Á hersla er lögð á að þessi feri ll sé án enda, verði ætíð verk í vinnslu eða eitthvað til að stefna að. Rannsóknin byggir á hugmyndum fræðimanna um þætti sem taldir eru mikilvægir fyrir þróun skóla án aðgreiningar: samstarf kennara og stoðþjónustu, forystu fyrir skóla án aðgreiningar og ígrundun í starfi. Tilgangur rannsóknarinnar var að umbreyta skipulagi stoðþjónustu í einum grunnskóla, Vatnaskóla, þannig að stuðningur yrði án aðgreiningar auk þess að öðlast dýpri skilning á hlutverki mínu sem deildarstjóra við að efla forystu og samstarf. Ég nýtti aðferðir starfstengdrar sjálfsrýni, á ensku self - study, við rannsóknina til að öðlast skilning á breytingarferlinu og hlutverki forystu í starfi. Hér er um að ræða rannsókn á og rannsókn í starfi mínu sem deildarstjó ri stoðþjónustu og va r henni skipt upp í þrjú skeið : undirbú ningsskeið , framkvæmda skeið og ígrundunar skeið . Á undirbúnings skeiðinu tók ég viðtöl við stjórnendur, kennara, starfsfólk stoðþjónustu og námsráðgjafa. Flest viðtalanna voru rýnihópaviðtöl en tvö voru einstaklingsvið töl. Tilgangur viðtalanna var að öðlast innsýn inn í skilning samstarfsfólks míns á skóla án aðgreiningar og hverjar hugmyndir þeirra væru um stoðþjónustuna og samstarf. Greining gagna frá þessu skeiði varpar ljósi á hvernig starfsfólk og stjórnendur skilj a skóla án aðgreiningar og á hugmyndir þeirra um hvernig hægt er að þróa stoðþjónustuna og samstarf innan skólans. Á þeirri greiningu byggði ég síðan áætlun sem var framkvæmd á næsta stigi rannsóknarinnar: framkvæmdaskeiðinu. iv Á framkvæmdaskeiðinu vann ég a ð breytingum á skipulagi stoðþjónustunnar samkvæmt því sem fram kom í niðurstöðum greininga gagna af undirbúningsskeiðinu og var breytingarferillinn skráður í rannsóknardagbók. Á þessu stigi tók ég einnig viðtal við mæður nokkurra barna í skólanum, gerði v erkefni með nemendum í 4., 6. og 9. - 10. bekk og tók viðtöl við nokkra þeirra, og tók viðtal við hóp af stuðningsfulltrúum. Tilgangurinn með þessari gagnaöflun var að fá fram sýn þessa hópa á starf í skóla án aðgreiningar og hvernig bæta mætti starfsemi sto ðþjónustunnar. Greining á gögnum af þessu skeiði gaf innsýn inn í hvernig til tókst með að breyta skipulagi stoðþjónustunnar, hverjar voru helstu áskoranirnar og hvernig samstarf kennara og starfsfólks stoðþjónustu breyttist á tímabilinu. Á ígrundunarskei ðinu rýndi ég í það sem ég hafði lært á rannsókninni, ein og með aðstoð annarra, í þeim tilgangi að greina gögnin og skilja hvernig ég þróaðist í starfi og hugsun . Með ígrundun gagna og samvinnu við rýnivini náði ég að setja fram í niðurstöðum sögu sem aðr ir geta samsamað sig við og jafnvel lært af . Niðurstöðurnar sýna að það reyndist ekki auðvelt að ná markmiðum verkefnisins varðandi umbreytingu á stoðþjónustunni. Það voru ýmis ljón í veginum sem gerðu ferlið flókið. Stærsta áskorunin reyndist vera að bre yta orðræðu fötlunar, meðaumkunar og læknisfræði sem stýrði hugarfari mínu og annarra og setti mark sitt á hvernig stoðþjónustunni var háttað. Framlag mitt til þekkingar er frásögn millistjórnanda af því hvernig hægt er að breyta stoðþjónustunni í átt til þess að vera án aðgreiningar. Til að ná yfirsýn yfir flækjurnar og hvernig aðilar, stofnanir, lög og reglugerðir í lagskiptingu skólakerfisins tengjast og vinna saman útbjó ég kerfisbundið yfirlit yfir stefnu skóla án aðgreiningar og hvað hún felur í sér. Þetta yfirlit getur nýst kennurum, stjórnendum, skólum eða skólakerfum sem vilja gera breytingar á stuðningi og sérkennslu eða gera athugun á skó lastarfi . Auk þess getur þetta yfirlit verið upplýsandi í kennaramenntun og endurmenntun kennara og stjórnenda í starfi. Ég hef öðlast skilning á því í gegnum rannsóknina að það að breyta stoðþjónustu skóla í átt til þess að vera án aðgreiningar er flókið framtak, mun flóknara en að bæta samstarf eða forystu deildarstjóra stoðþjónustu. Kennarar eru ábyrgir fyrir þ ví að mæta daglegum þörfum nemenda sinna, en deildarstjóri stoðþjónustu hefur það hlutverk að styðja kennara og veita þeim þá ráðgjöf sem dugar til þess að þeir geti uppfyllt lögbundnar starfsskyldur sínar.

The Supporting Inclusive School Leadership (SISL) project investigates how to develop and promote inclusive school-level leadership through national and local-level policy frameworks and support mechanisms. This document offers a framework for all who have a vision of more inclusive and equitable education for all. Its target users are policy- and decision-makers at all education system levels. It sets out a vision, guiding principles, goals, objectives and a framework of standards and supportive policy measures. The policy framework aims to be applicable to all countries' contexts. It is open-source, so users can adapt it to their respective contexts. Users may use the policy framework to: contribute to and offer a basis for developing new policies aimed at leadership practice; support the review and further development of existing policies and policy frameworks; spark self-reflection., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2020. Inclusive School Leadership: A practical guide to developing and reviewing policy frameworks. (M. Turner-Cmuchal and E. Óskarsdóttir, eds.). Odense, Denmark"]}

This document presents a self-review tool that can be used to explore policy questions in relation to financing inclusive education systems. This self-review tool has been developed developed in the framework of the Financing Policies for Inclusive Education Systems (FPIES) project, and is part of the FPIES Policy Guidance Framework. The tool is designed to be used by policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels. The tool has the clear intention of supporting reflection on financing policies for inclusive education with decision-makers working in different social sectors ��� education, health, welfare, etc. ��� at national, regional and/or local levels. For more information about the project, visit the FPIES project web area. The Self-Review Tool is open-source and can be adapted and developed to meet specific country or local situations as needed, provided a reference to the original source is given. It is available for download as a Word file in the official Agency languages: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Serbian, Slovakian, Slovenian, Spanish and Swedish., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Financing Policies for Inclusive Education Systems: Financing Policy Self-Review Tool. (A. Watkins, E. Óskarsdóttir and S. Ebersold, eds.). Odense, Denmark"]}

The Supporting Inclusive School Leadership (SISL) project aims to investigate how to develop and promote inclusive school-level leadership through national and local-level policy frameworks and support mechanisms. The project has two phases. The phase 1 outputs include a review of international and European policy documents and guidance, a review of international and European literature and a country survey. The SISL synthesis report brings together the findings of all phase 1 activities. The report's main target audience is policy-makers responsible for implementing inclusive education in schools. However, other stakeholders might find the report helpful for considering the roles and responsibilities of school leaders. This synthesis report reflects on how the phase 1 outcomes address the three key project questions on policy frameworks, essential competences of inclusive school leadership and professional development opportunities. It also provides the outlook for phase 2 of the project., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2019. Inclusive School Leadership: Exploring Policies Across Europe.(E. Óskarsdóttir, V. Donnelly and M. Turner-Cmuchal, eds.). Odense, Denmark"]}

This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years. As far as possible, information on updates from countries concerns four main areas: Overview of the new law or policy Focus and aim of the law or policy Likely impact of the law or policy Where to find more information. Information is available for the following eight countries: Estonia, France, Greece, Italy, Malta, Portugal, Sweden and United Kingdom (Northern Ireland). Download the document below in English., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2019. Legislation Updates 2019. (E. Óskarsdóttir, ed.). Odense, Denmark"]}

This brief report provides an overview of the Financing Policies for Inclusive Education Systems (FPIES) project (2016���2018). FPIES is co-funded by the Agency and the European Commission's Erasmus+ Key Action 3 'Forward-Looking Cooperation Projects' framework. The FPIES project systematically examined different approaches to educational financing and aimed to identify effective funding policy tools that work towards reducing disparity in education. This is a summary report based on the analysis presented in the synthesis report. The final summary report is available below in the Agency's official languages: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Serbian, Slovakian, Slovenian, Spanish and Swedish., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Financing Policies for Inclusive Education Systems: Final Summary Report. (E. Óskarsdóttir, A. Watkins and S. Ebersold, eds.). Odense, Denmark"]}

This document presents the Financing Policy Guidance Framework that has been developed through the Financing Policies for Inclusive Education Systems (FPIES) project, conducted between 2016 and 2018. The FPIES Policy Guidance Framework focuses upon the what and why of financing inclusive education systems that apply across all member country situations. The how and when of funding are issues that must be identified, discussed and considered within specific country contexts. The Financing Policy Self-Review Tool incorporated within this document can serve as a possible starting point for self-reflection that supports such discussions in countries. For more information about the project, visit the FPIES project web area., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Financing Policies for Inclusive Education Systems: Policy Guidance Framework. (A. Watkins, E. Óskarsdóttir and S. Ebersold, eds.). Odense, Denmark"]}

Attention to the topic of school leadership has grown in recent years as research has shown the key role played by school leaders and their influence on learner outcomes. In the context of increasing school autonomy in many countries, this role's profile and complexity have increased, as has recognition of the need for support. This document summarises recent international and European-level policy documents that are relevant to school leadership. This work has, along with the literature review, informed the development of a conceptual framework for the Supporting Inclusive School Leadership (SISL) project. Importantly, it supported the design of a survey to collect relevant information from Agency member countries to examine policies that impact on school leaders. For more information about the project, visit the SISL project web area. Download the policy review below in English., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Supporting Inclusive School Leadership: Policy Review. (V. J. Donnelly, M. Turner-Cmuchal and E. Óskarsdóttir, eds.). Odense, Denmark"]}

This report provides an analysis and findings relating to inclusive education systems emerging from the Financing Policies for Inclusive Education Systems (FPIES) project (2016���2018). FPIES is co-funded by the Agency and the European Commission's Erasmus+ Key Action 3 'Forward-Looking Cooperation Projects' framework. The FPIES project aims to systematically examine different approaches to educational financing and identify effective funding policy tools that work towards reducing disparity in education. The analysis presented in the report examines fundamental topics that connect funding mechanisms for inclusive education systems to four resourcing issues. These issues frame the quality of inclusive education and its cost-effectiveness within important topics or policy dimensions to be considered in implementing effective, high-quality and cost-effective inclusive education policies. These issues are: Preventing costly and inequitable exclusionary strategies Providing incentives for a school-development approach that supports schools' social responsibility towards inclusive education Ensuring innovative and flexible learning environments through capacity-building Developing transparent and accountable systems for inclusive education. This Synthesis Report is the basis for the development of a Policy Guidance Framework., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Financing Policies for Inclusive Education Systems: Resourcing Levers to Reduce Disparity in Education. (S. Ebersold, E. Óskarsdóttir and A. Watkins, eds.). Odense, Denmark"]}

The overall goal of the Supporting Inclusive School Leadership project is to investigate how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms. This literature review aims to examine the available international and European literature (post-2012 and key literature published earlier) in order to: identify key concepts underpinning policy and practice for inclusive school leadership; agree operational definitions of key terms and concepts to be used during the project. The literature review, as well as a parallel policy review, also underpins the development of a conceptual framework for examining and exploring inclusive school leadership, and a review and 'mapping' of country policy that impacts on school leadership. Download the literature review below in English., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Supporting Inclusive School Leadership: Literature Review. (E. Óskarsdóttir, V. J. Donnelly and M. Turner-Cmuchal, eds.). Odense, Denmark"]}

This Conceptual Framework outlines the theoretical basis for the Financing Policies for Inclusive Education Systems (FPIES) project. The Conceptual Framework aims to: synthesise the research knowledge base in relation to financing inclusive education, drawing on past work with European countries by the Agency, as well as wider European and international sources; identify European policy-makers' priorities for examining financing policies and mechanisms; identify factors that policy-makers consider to constitute innovation in policy development; provide an analytical framework for the agreed project methodology that will be trialled and evaluated in terms of its potential for examining policy issues, developments and challenges. For more information, visit the FPIES project web area. Download the report below in English., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2018. Financing Policies for Inclusive Education Systems: Project Conceptual Framework. (E. Óskarsdóttir, A. Watkins and S. Ebersold, eds.). Odense, Denmark"]}

The extent to which national education systems are decentralised clearly affects policy and practice for inclusive education. Decentralisation is a key variable in context analysis and change management at all levels of the education system. This paper builds on the various discussions held within the Thematic Seminar on Decentralisation in Education Systems, jointly organised by the Icelandic Ministry of Education, Science and Culture and the European Agency, held in Reykjav��k in October 2016. The seminar participants were representatives from 29 European countries, along with key decision-makers from national level and local municipalities in Iceland. The seminar included keynote inputs and workshops. It explored the strengths and challenges of countries' different approaches through discussion around four key topics that arise within decentralisation debates in all countries: Governance Regional disparity Quality assurance Data collection The paper presents the key issues raised by these country examples, in line with discussions around the need to build capacity across and between levels within education systems and the need to examine 'dimensions of decentralisation'. Download the seminar report below as a PDF in English., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2017. Decentralisation in Education Systems – Seminar Report. (V.J. Donnelly, E. Óskarsdóttir and A. Watkins, eds.). Odense, Denmark"]}