The school community’s role in educating for responsibility for inclusion

Abstract

This study explores responsibility for inclusion, a notion rooted in the belief and practices of various religions. It draws on the thoughts of Emmanuel Levinas, Hannah Arendt and Paolo Freire, all of whom were greatly influenced by their religious tradition. Ten qualitative interviews were performed with senior school leaders. Data were interpreted through thematic analysis, and the results show that inclusion starts from the self who welcomes the other. Inclusion of students with severe disabilities, especially with severe autism, remains problematic at schools in Malta, and headteachers seem to struggle to implement inclusive values and attitudes. Successful methods for better inclusion include collaboration of all school community members, the involvement of students in decision making, participation of all students in school events without any discrimination, the Peer Preparation Programme and the buddy system.