Inclusive Education from the Voice of Principals: A Case Study in Chile

María Muñoz-Oyarce; Vanessa Valdebenito; Mirko Aguilar-Valdés

doi:10.54392/ajir2538

Authors

María Muñoz-Oyarce Departamento de Formación Inicial, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca, Chile Author https://orcid.org/0000-0003-2027-2866
Vanessa Valdebenito Facultad de Ciencias de la Educación, Universidad Católica de Temuco, Temuco, Chile Author https://orcid.org/0000-0002-5279-563X
Mirko Aguilar-Valdés Doctorado en Educación en Consorcio, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca, Chile Author https://orcid.org/0000-0003-0854-796X

DOI:

https://doi.org/10.54392/ajir2538

Keywords:

Elementary School, Qualitative, Interview, Attitudes, Educational Community

Abstract

In terms of inclusive education, the work of school leaders is increasingly relevant to its implementation and achievement. This is because inclusive education has become one of the pillars of public policy in recent decades, proposing an environment where all students, regardless of their characteristics, can participate and learn, eliminating barriers that prevent access to education and ensuring that all students can achieve quality-learning goals. In this context, school principals are a key component in the development of inclusive schools, as they influence school development and management. This study aims to understand primary school principals' perceptions of the concept of inclusive education and the challenges posed by its implementation. A case study was conducted in which two primary school principals from the south-central region of Chile were interviewed. The study reveals four categories of the school's role: school exclusion, inclusive school, and educational community as central elements from the principals' perspective. The results of the study reveal that factors such as professional teams, financial and material resources, and the construction of school infrastructure are considered essential requirements for achieving inclusive education. Principals express a favorable attitude toward the implementation of inclusive education, but they recognize that there are significant challenges that limit its effective implementation.

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