The Leadership Role And Decision-Making Processes Of School Management In Promoting Inclusion

Abstract

In contemporary global education systems, the inclusive approach is recognized as a leading principle. The concept of "inclusiveness in education," promoted by UNESCO and other international organizations, emphasizes that no child should be left behind in the educational process and that their individual needs, capabilities, and unique characteristics must be considered. Inclusive education refers to a system in which children with disabilities, differences in psychophysical development, or disadvantaged socio-economic conditions are educated alongside their peers within a unified learning environment. In Uzbekistan, significant legal frameworks have been established in recent years to implement and promote inclusive education, including Presidential Decree No. PQ-4860, the Law "On Education," and the 2021-2025 Strategy for the Development of Inclusive Education. However, achieving genuine inclusivity requires not only legislative measures but also profound changes in pedagogical practice and in the relationships between schools and families. In this context, the inclusive competence of school leadership is of particular importance. Inclusive competence encompasses a teacher's ability to work effectively with students of diverse needs, a socially tolerant stance, and the ability to create a safe and supportive learning environment through appropriate didactic and communicative approaches. Moreover, inclusive education demands active parental involvement as equal partners in the process. Constructive collaboration between teachers and parents plays a crucial role in implementing inclusivity in practice, involving shared decision-making, adaptation of pedagogical strategies, and trust-based communication. Modern pedagogical research shows that in an inclusive environment, the teacher acts not only as an educator but also as a coordinator, advisor, mediator, and supporter, which requires a high level of professional competence and collaboration skills.