Abstract
ABSTRACT COVID-19 requires educational leaders to collectively make sense of their inclusive practices. This qualitative study explores how COVID-19 crisis shaped Israeli superintendents’ and principals’ role in fostering school sense-making processes during a reform based on Amendment No. 11 to the Special Education Law. Data were collected with 22 Jewish and Arab district and school leaders via Zoom interviews. Data analysis yielded three major themes: (1) Developing a shared vision and direction; (2) Building school capacity for inclusion: (a) nurturing a culture of collective responsibility (b) maintaining mental-resilience skills and well-being; and (3) Fostering school collaboration and trust with stakeholders.
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