In this paper, we will focus on organizational learning in schools and its specific focus on the inclusion of pupils.

We perceive organizational learning as an exogenous and endogenous process (depending on the level of involvement of people and on the context), which has a major impact on the performance of an organization and which causes changes of a cognitive and behavioural nature. It is a process that can be supported and guided; it can develop gradually and systematically, but also very quickly, spontaneously and impulsively (see also Koenig, 2006, Leithwood, K., & Louis, 1998; Verbiest, E., at al, 2005; Pol a kol., 2013).

We perceive inclusion in schools as a wide range of strategies, activities and processes on the basis of which the right of pupils with special educational needs to quality and adequate training is realized.  Inclusion is based on the belief that children have the right to attend the school of their choice. Schools are, in the effort to create an inclusive environment, exposed to the need to implement a number of process and structural changes, to which both teachers and school leaders must respond adequately. Changes affect not only the main process – learning of pupils and teaching pupils – but also the school climate, external relations, professional development of teachers and school leadership and the managing of people in the school.  The successful transformation of the school into an inclusive school anticipates the learning of new knowledge and ways of behaviour and the taking on of new attitudes. Learning new knowledge, skills, ways of behaviour, etc. can be seen at the level of individuals and work groups as well as at the level of the school, i.e., we can think about organizational learning.

The aim of this paper is to show the following:

•  how the topic of learning of pupils with special educational needs becomes a theme of organizational learning
•  in what groups people at school learn from each other to support pupils with special educational needs
•  what factors support organizational learning at school linked to learning of pupils with special educational needs
•  what strategies of school leadership and management can be considered supportive in relation to the creation of the inclusive school

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