ABSTRACT 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.

中文翻译：

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摆脱需求范式：包容性的协同分析

摘要基于这项为期五年的研究，这项自我研究着重于我在冰岛一所学校中为6至16岁的学生提供服务的包容性教育模式中的领导作用。在本文中，我们将探讨Edda的实践如何帮助支持为学生，他们的家庭以及与他们互动的老师的包容性。这个多层的自学研究项目包括了其他人的反馈和见解，目的是在包容的背景下加深我对我的实践的理解。调查结果显示，埃达（Edda）专注于诊断话语，这是其实践中的一个主要结构性问题。由此产生的主题涉及包容，协调支持，人员部署，