Abstract
"Different institutions, different rules, different relations"- in other words a way in which we may summarize a frequent theme that appears in conversations with colleagues from various institutions - schools, NGOs, Social services - about their role in the integration of the so-called inclusive education. Similarly to other countries, the Czech Republic is also taking part in expanding their inclusive education in reaction to the growing sociocultural diversity of our society.
The reshaping of the education politics creates a space for the redefining of the roles of actors, who work mainly with children at higher risk of social exclusion. It also opens up the possibilities of cooperation between them.
The study analyzes the culture of these organizations, their mutual reception of groups of actors, and the delimitation of their roles and reciprocal expectations pertaining to their cooperation. The data was obtained through stake-holder analysis and in-depth interviews with the representatives of NGOs, schools and social services from two Czech cities.
From the gathered data I conclude, that the culture of the organizations (Cook & Yanow, 1993; Schein, 1990) predetermines a relationship with clients and the level of cooperation with the other actors. Nevertheless, the culture of organization and is only rarely reflected by the stakeholders.
Possible improvement strategy might be clear communication of own values and extensive the normative professionalism (Klaassen & Maslovaty, 2010). The discussion around the roles of actors in education is then a discussion abou