Inclusion and digitisation are fields of school development that are often considered in isolation in educational policy and school practice. However, not least under the impression of the Corona pandemic, there are increasing demands to relate inclusion and digitisation more strongly to each other than before (Filk & Schaumburg, 2021). Access to and competence in dealing with (digital) media have long shaped the way children and young people grow up. Media access and skills are a significant prerequisite for participation in education and in society (Zorn, Schluchter & Bosse 2019). The demand for an inclusive education system is therefore inconceivable without taking digitalisation into account, and the demand for "digital education" should always be based on the inclusive idea of education for all. Already ten years ago, UNESCO (2011) formulated four central functions of digital media in the context of inclusive schools: the expansion of participation opportunities school and instruction, the support of teaching and learning, the support of educational administrative processes, and the assistance in personal communication and interaction of students with disabilities.

Studies on media integration in schools show that the integration of digital media must be understood not only as a task of instructional design but also of school development (Eickelmann, 2010; Prasse, 2012). Similarly, inclusive school development is considered an indispensable prerequisite for the implementation of inclusive teaching (Booth & Ainscow, 2011; Moser & Egger, 2017). Accordingly, it can be concluded that the integration of digital media in inclusive instruction is a complex school development task about which little is known so far.

This research project investigates processes of inclusive-digital school development. The theoretical basis for our analysis is the three-way model of school development (Rolff, 2013), which systematises school development processes along the three dimensions of personnel development, organisational development and teaching development. This model has already been used for the analysis of both the integration of digital media in schools and inclusive school development. Models of media development in schools emphasize questions of technological development. The focus is often on the IT infrastructure, which is considered a necessary, although not sufficient, prerequisite for media development (Breiter et al., 2015). Closely related to the infrastructure are further organisational and personnel development tasks, first and foremost technological and pedagogical support as well as the media-related qualification of teachers. Other conditions for success are a supportive attitude on the part of the school management, cooperation structures within the teaching staff that enable the exchange and transfer of technical, media pedagogical and didactical knowledge, as well as a network of supporters within the school that is instrumental in promoting the use of digital media at the school (Prasse, 2012).

Inclusive school development, on the other hand, emphasises the particular importance of a school culture that values diversity, comprehensive learning process support and support planning, as well as the structural securing of the widest possible participation opportunities in the school, which also includes the infrastructural accessibility of the school building and teaching materials (Booth & Ainscow, 2011; Hascher, 2017). The support of the school’s principal, professional development and further training as well as cooperation and team structures in the teaching staff are also considered significant success factors in inclusive school development (Huber, Sturm & Köpfer, 2017; Lütje-Klose & Miller, 2017).

In this research project, the particular challenges of inclusive-digital school development are analysed along the three-way model of school development. By 'superimposing' the existing models and findings, development areas for inclusive digital school development will be identified and empirically verified.

In order to identify the conditions for success in inclusive digital school development, semi-structured interviews were conducted with various stakeholder groups at nine primary and secondary schools with advanced inclusive digital school development. A total of 39 interviews were conducted with teachers, inclusion coordinators, media specialists and school principals. The interviews were analysed using the method of qualitative content analysis (Mayring, 2004). In the process, analytical categories were deductively derived from existing models of media development in schools and inclusive school development. The code system was inductively supplemented by further categories in the course of the analysis.

The results show that the schools surveyed have an above-average digital infrastructure and equipment, which is perceived by the respondents as a good starting point for the development of inclusive digital learning settings. Due to the individual learning requirements of each pupil, a core task in inclusive digital teaching is to constantly adapt the existing learning programmes, materials and apps and to test their usefulness for pupils with different needs. The close and trusting cooperation between mainstream teachers and special needs teachers is an important success factor for the development of teaching. The better the special needs teachers are integrated into the school structures and processes and the better the school is staffed in this respect, the more positively inclusive digital lesson development is evaluated. At many schools, the most urgent wish for the future is to improve staff support with special needs teachers, as it is hoped that their professional expertise will provide decisive impulses to jointly explore and implement the possibilities of using digital media in inclusive teaching even more consistently. Finally, the schools studied are all characterised by strong school managements that have created a climate of willingness to innovate in their schools with a variety of formats and measures, such as future workshops, cooperation with external coaches, a wide range of further training opportunities in the inclusive and digital area for teachers, but above all by enabling and supporting new ideas and approaches in teaching. As "pioneers", these schools are happy to share their experiences with others, but they also want input for their own further development. At the school organisational level, it is apparent that the responsibilities for inclusion and digitisation are nevertheless often unconnected. Even in schools with an inclusive-digital profile, workflows and organisational processes are often insufficiently linked.

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