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.,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.,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.,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.”

中文翻译：

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包容性的学校领导者–他们在提高所有学习者的成就中的作用

本文基于对国际和欧洲政策的回顾以及当前的欧洲特殊需求和全纳教育局关于全纳教育学校领导的工作提出了一个模型。该模型旨在支持对政策背景的分析，以及不同层次结构和流程之间的相互作用，以确保有效支持全纳学校领导和适当能力的发展。探索了解决包容性学校领导能力，支持包容性学校领导者的能力和专业发展机会以及在整个教育系统中支持包容性领导的政策框架的关键问题。，本文报告了原子能机构当前项目“支持包容性学校领导”（SISL） ，一个跨国项目，考虑如何最好地确保学校领导者满足其学校社区所有学习者的需求。SISL项目研究了学校领导的当前理论以及参与国学校领导的核心职能，以开发专门针对包容性学校领导的模型。SISL等机构项目则侧重于研究结果和政策发展，以支持各国为共同的目标制定自己的路线。这一跨国工作过程使具有独特民族，民族，文化和语言多样性的成员国能够为共同目标而共同努力。在该项目中，对包容性教育的生态系统模型进行了调整，以反映使学校领导者能够履行与包容性学校发展相关的复杂责任所需的政策环境。尽管该机构与有特殊教育需求的儿童的教育密切相关，并且残疾，所有成员国都有支持包容性教育系统的共同愿景，以便为各个年龄段的所有学习者在其当地社区提供有意义的，高质量的教育机会。尽管其项目牢牢扎根于2006年《联合国残疾人权利公约》，