Research context: Inclusion has brought comprehensive reforms to the German educational system (vgl. Mißling/Ückert 2014). Advancements in the the development of its practical organisation have been inconsistent and conflicting, however; with inclusive education research indicating that the extensive and persistent reformation efforts (recontextualisation) (vgl. Amrhein 2011; Amrhein 2016) regarding the practical implementation of inclusion at all school levels may be incompatible with the general human rights perspective (UN-BRK) (vgl. Wocken 2011). In individual schools, principals have found the implementation of inclusive education within the highly segregative structure of the German school system to lead to ambiguous school development plans. This holds particularly true for secondary schools.    

Meanwhile, national and international studies (vgl. Huber 2009) regarding varying school reforms have repeatedly shown that the performance of school principals plays a major role in the success of implementing school changes and that they hold a key function as central agents of change in multi-level school systems. In spite of this, previous studies have only given marginal attention to the impact of school principals on this in Germany (vgl. Badstieber & Moldenhauer 2016).

Objective: This research project focuses on the perspectives and concerning of principals in the context of implementing inclusive education in secondary schools. It will explore which recontextualisations arise, and how, at the individual school level, secondary schools’ principals make sense of the required implementation of inclusive education within a context of contradicting institutional, organisational, and individual specifications. To that extent, the study investigates school prncipals’ understanding of inclusive education, their perceived possibilities regarding the implementation of inclusive education, and which students with special educational needs are actually being supported by their respective school principal.

Theoretical background: This project builds on the theoretical work of Fend’s (2008) „Neue Theorie der Schule“ (New school theory). Based on Fend’s considerations, the structure of the educational system situates school principals within a multi-level school system based on their key function between school policy specifications and internal school efforts. Furthermore, their actions can be described as recontextualisation processes in which they establish themselves as competent agents of change that moderate the contradictory requirements on the individual, organisational and institutional levels. The trend of inclusive school development processes can then be regarded as a solution to the various aspects of implementing inclusive education in the existing segregated educational system.

Amrhein, Bettina (2011): Inklusion in der Sekundarstufe. Eine empirische Analyse. Bad Heilbrunn: Verlag Julius Klinkhardt Amrhein, Bettina (2016): Inklusion als Mehrebenenkonstellation - Anmerkungen zu Rekontextualisierungstendenzen in inklusiven Bildungsreformen. In: Amrhein, B. (Hrsg.): Diagnostik im Kontext inklusiver Bildung : Theorien, Ambivalenzen, Akteure, Konzepte. Bad Heilbrunn: Verlag Julius Klinkhardt, S. 17 - 38 Badstieber, Benjamin; Moldenhauer, Anna (2016): Schulleitungshandeln in inklusionsorientierten Schulentwicklungsprozessen. In: Böing, U. & Köpfer A.: "Be-Hinderung der Teilhabe - Soziale, politische und institutionelle Herausforderungen inklusiver Bildungsräume.“ Bad Heilbrunn: Verlag Julius Klinkhardt Fend, Helmut (2006): Neue Theorie der Schule. Einführung in das Verstehen von Bildungssystemen. Wiesbaden: VS Verl. für Sozialwissenschaften Huber, Stephan G. (2009): Schulleitung. In: Blömeke, S./Bohl, T./Haag, L./Lang-Wojtasik, G./ Sacher, W. (Hrsg.): Handbuch Schule. Theorie – Organisation – Entwicklung. Bad Heilbrunn: Verlag Julius Klinkhardt, S. 501-511 Mißling, Sven; Ückert, Oliver (2014): Inklusive Bildung: Schulgesetze auf dem Prüfstand. http://www.unesco.de/fileadmin/medien/Dokumente/Bildung/DIMR_Vorabfassung_Studie_Schulgesetze_M%C3%A4rz_2014.pdf [Zugriff: 10.10.2016] Wocken, Hans (2011): Über die Entkernung der Behindertenrechtskonvention. Ein deutsches Trauerspiel in 14 Akten, mit einem Vorspiel und einem Abgesang. Zeitschrift für Inklusion-online.net, 4.