This chapter builds upon two case studies, in Flensburg (Germany) and Essunga (Sweden), within the European Agency for Special Needs and Inclusive Education project Organisation of Provision to Support Inclusive Education (OoP). The cases highlight general policy issues and challenges relating to inclusion in Europe and, more specifically, the complex question of how to change school culture and structures in order to increase the inclusive capability of schools, thereby raising the achievement of all learners. The cases illustrate the need for co-ordinated changes both at municipal-political and administrative level and at school level. The findings also highlight the importance of what Kim and Mauborgne (Kim, W. C., & Mauborgne, R. (2003). Tipping point leadership. Harvard Business Review, April, 61–69.) termed ‘tipping-point leadership’ in a study on positive transformation of the New York Police Department’s culture and structures during the mid-1990s. In Flensburg and Essunga, the leaders at different levels co-operated in an extraordinary situation and created a common crisis awareness among the staff, an understanding of the necessity to change, and ways to support the professional organisation to develop a new, more inclusive thought-action style with greater influence on learner achievement.
Skoglund, P. and Stäcker, H. (2016), "How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change and Inclusive Capability", Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Vol. 8), Emerald Group Publishing Limited, Bingley, pp. 111-136. https://doi.org/10.1108/S1479-363620160000008008
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