ABSTRACT
This chapter argues that the special needs task may be most appropriately perceived as being about school improvement. Increasing a school's capacity to co-ordinate the actions of teachers and others behind agreed policies or goals is, therefore, an important factor in promoting change. Studies of leadership have begun to address how leadership can be made available throughout a management structure and at all levels within a school community. Though it may be difficult for a particular school to establish whole-community links in the short term, it does seem important to develop strategies for the active involvement of two key groups, pupils and parents. The quality of school-level planning seems to be an important dimension in attempts to develop more inclusive policies. Of course, where a school begins to acknowledge enquiry and reflection as forces for improvement, it is vital to ensure that there are appropriate safeguards so that confidential or sensitive information is properly handled.
