SYSTEMIC, COMPETENCY-BASED AND PERSON-CENTERED APPROACHES TO THE MANAGEMENT OF INCLUSIVE EDUCATION

The effective management of inclusive education requires more than the formal integration of learners with diverse educational needs into mainstream schools. It demands a transformation of the entire institutional management philosophy. This paper explores the relationship between systemic, competency-based and person-centered approaches as complementary methodological foundations of inclusive education management. Particular attention is given to the transition from fragmented administrative decisions towards an integrated model in which institutional structures, professional capacities and individual learner needs are managed as interconnected elements. An original TKS (System–Competence–Person) model is proposed as a conceptual framework for improving the responsiveness, coherence and human-centered character of inclusive school governance.