School development between social and individual requirements

Abstract

The educational policy requirement for equal participation presents enormous challenges for teachers at German schools not only with regard to the design of their core business. Inclusion also comes under the responsibility of all school actors as an organizational and procedural task of school development. There is still a lack of scientifically accompanied and interrelated structures and processes that analyze the needs of schools, determine support measures and translate them into concrete actions. A promising organizational model, according to the findings of the ongoing project »SING – School inclusive design. Development of didactic and organizational structures of an inclusive school«, is the Balanced Scorecard (BSC). The management method originating from the company management already applies in the non-profit area. The aim is to adapt the BSC for the school sector and systematically support and design inclusive school development processes. The article provides initial insights into ongoing project work by outlining the dimensions of inclusive action fields in schools. These will be scientifically evaluated as part of a large-scale mixed-method design at five different pilot schools.