RQ 2a. What are the Kinds of Practices Middle Managers Believe are Important

For developing inclusive schools, it is necessary to understand what such culture means for all stakeholders of the educational process. Booth and Ainscow (2002), in Index for Inclusion, state the following:

This dimension is about creating a secure, accepting, collaborating, and stimulating community where everyone is valued. Shared inclusive values are developed and conveyed to all new practitioners, children, management committees/governors, and parents/carers. The principles and values in inclusive cultures guide decisions about policies and moment-to- moment practice so that development becomes a continuous process. (p.8)

According to Booth and Ainscow (2002), creating an inclusive culture at school or classroom should be an ongoing process. It requires the involvement of all stakeholders and especially teachers who spend most of their time at school with children. The participation and attitudes of other stakeholders like teachers, parents, and children are also crucial. The following findings are broken down into factors that provide insight into the practices that middle managers believe are essential to developing an inclusive school culture.

5.5.1 A role of a teacher who works with children with SEN

According to several participants' responses, a teacher's role in working with children is colossal, especially if it concerns the ones who need special attention. Again and again, participants state that teachers may influence not only other teachers but also children, so the role of teachers and the opinion of most participants is underestimated.

These findings highlight that the situation in each school relating to the teacher's role in creating an inclusive culture is different, and many factors may cause such variety. At first sight, a teacher may be seen only as a person who gives knowledge, but a teacher is the one

As the data collection was set in different locations, one of the factors influencing the teachers' role depends on the place. For example, teachers in NIS schools have more freedom to lead the educational process in the classroom and take the initiative to contribute to a program change and research. At the same time, the teachers at other mainstream schools have less passion for creating an inclusive environment, as there is a belief that actions may be taken only by leaders in the position. It shows that they do not see themselves as leaders and agents of change.

Another reason for the difference may be the education system in mainstream and NIS schools. Local educational departments are primarily centralized, and it does not give

opportunities for freedom; thus, teachers implement the programs as they are presented to them by departments. NIS schools mainly serve as an experimental field that is supported not only by the government but also by international organizations like Cambridge.

Global studies support that effective educational systems empower teachers to

participate in decision-making, leading to a collaborative and professional environment. Such an environment boosts job satisfaction and increases the perception of the teaching profession as a valued and respected profession within society (Qanay et al., 2021). As a result, if the profession of a teacher is appropriately valued and teachers are given more freedom to participate in decision-making, it will allow teachers to lead.

5.5.2 Attitudes Towards Children with SEN

The findings section divided attitudes into several sub-topics, like parents' attitudes, teachers' attitudes, and students' attitudes toward children with SEN. Mentioning parents' attitudes is vital to note that participants had different responses. These responses varied from negative to neutral, depending on the situation in the classroom with children with SEN.

It happens because of the lack of inclusive culture in society, schools, and classrooms.

Some participants from mainstream schools mentioned that the parents of children with SEN

might not want to reveal the disability of a child as it may bring additional attention from teachers or classmates. Other groups of parents who do not have such children with SEN partly agree to place their child in one classroom with a child with SEN. Some of them understand that it is possible to study together in one classroom, although there is a threat in their opinion that other children with SEN will take more time and dedication from teachers than their child. This aligns with the literature that says that parents' attitude depends on the type of disability a child has, and it may influence the level of tolerance (Paseka & Schwab, 2020).

Most teachers who participated in interviews also have negative attitudes towards children with SEN. They feel a burden of responsibility and lack professional knowledge in working with such children. According to one participant's response, she would work in a regular class rather than in a classroom with a child with SEN. One participant shared the experience of working in such a classroom, and as a result, the teacher was left alone in this situation. It shows again the school staff's preparedness level and resources for such a process. According to Paseka and Schwab (2020), a teacher's attitude would also vary according to the type of disorder and least welcoming disability connected to the learning disorders.

As a child interacts and communicates with other children in the classroom and school, it is essential to mention that children are more tolerant of each other than adults. One

participant described a situation during the lesson when they discussed the topic of equality among people, and most students showed tolerance and understanding.

For forming an inclusive culture in school and classrooms, it is vital to collaborate and support the initiative no matter what role you have now. It will be essential to build such an interaction between stakeholders to let them know the questions of inclusion closely and understand the importance of creating an inclusive culture at school and in the classroom.

5.6 RQ 2b. What do They Feel are Some of the Opportunities in Developing an