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.

Keywords

Elementary School, Qualitative, Interview, Attitudes, Educational Community,

Metrics

Metrics Loading ...

References

  1. Agbenyega, J.S., Klibthong, S. (2021). Exploring Thai early childhood teachers' experiences of inclusive teaching practices: A qualitative study. The Australian Educational Researcher, 48(1), 125-143. https://doi.org/10.1080/09243453.2014.939591
  2. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
  3. Ainscow, M., Dyson, A., Goldrick, S., West, M. (2016). Using collaborative inquiry to foster equity within school systems: opportunities and barriers1. School Effectiveness and School Improvement, 27(1), 7-23. https://doi.org/10.1080/09243453.2014.939591
  4. Ainscow, M., Slee, R., Best, M. (2019). Editorial: The Salamanca statement, 25 years on. International Journal of Inclusive Education, 23, 671-676. https://doi.org/10.1080/13603116.2019.1622800
  5. Akkaya, B. (2023). Grounded theory: A comprehensive examination of data coding. International Journal of Contemporary Educational Research, 10(1), 89-103. https://doi.org/10.33200/ijcer.1188910
  6. Amor, A., Hagiwara, M., Shogren, K., Thompson, J., Verdugo, M., Burke, K., Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277-1295. https://doi.org/10.1080/13603116.2018.1445304
  7. Armijo-Cabrera, M. (2018). Deconstructing the notion of inclusion: An analysis of research, policy and practice in education. Educare Electronic Journal, 22(3), 151-176. https://doi.org/10.15359/ree.22-3.8 b
  8. Bangou, F., Fleuret, C., Mathieu, M.P., Jeanveaux, B. (2021). Promoting inclusive plurilingual practices in Ontario's francophone elementary schools: The views and practices of principals and teachers. Journal of Belonging, Identity, Language, and Diversity, 5(2), 5-24.
  9. Bhowmik, M.K., Walker, A. Bryant, D. (2023). Reconceptualizing inclusive leadership to address diversity in schools. Multicultural Education Review, 15(2), 139-156. https://doi.org/10.1080/2005615X.2023.2250713
  10. Billingsley, B., De Matthews, D., Connally, K., McLeskey, J. (2018). Leadership for effective inclusive schools: Considerations for preparation and reform. Australasian Journal of Special and Inclusive Education, 42(1), 65-81. https://doi.org/10.1017/jsi.2018.6
  11. Braun, V., Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
  12. Brede, J., Remington, A., Kenny, L., Warren, K., & Pellicano, E. (2017). Excluded from school: Autistic students' experiences of school exclusion and subsequent re-integration into school. Autism & Developmental Language Impairments, 2(2), 1-20. https://doi.org/10.1177/2396941517737511
  13. Cole, R. (2024). Inter-rater reliability methods in qualitative case study research. Sociological Methods & Research, 53(4), 1944-1975. https://doi.org/10.1177/00491241231156971
  14. Dano, J., Arfasa, A. (2020). Primary school principals' readiness and qualification to implement inclusive education in western oromia: Ethiopia. International Journal of Multicultural and Multireligious Understanding, 7(1), 184-195. http://dx.doi.org/10.18415/ijmmu.v7i1.1348
  15. De Matthews, D., Billingsley, B., McLeskey, J., Sharma, U. (2020). Principal leadership for students with disabilities in effective inclusive schools. Journal of Educational Administration, 58(5), 539-554. https://doi.org/10.1108/JEA-10-2019-0177
  16. Domović, V., Vidović Vlasta, V., Bouillet, D. (2017). Student teachers' beliefs about the teacher's role in inclusive education. European Journal of Special Needs Education, 32(2), 175-190. https://doi.org/10.1080/08856257.2016.1194571
  17. Florczak, K.L. (2022). Best available evidence or truth for the moment: Bias in research. Nursing Science Quarterly, 35(1), 20-24. https://doi.org/10.1177/08943184211051350
  18. Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
  19. Generoso, C., Moreira, É. (2023). The role of the school manager for the effective inclusion of students with disabilities in the regular education network. Revista Gênero e Interdisciplinaridade, 4(3), 78-99. https://doi.org/10.51249/gei.v4i03.1423
  20. Gibbs, G. (2012). Data analysis in qualitative research. Ediciones Morata.
  21. Görel, G., & Hellmich, F. (2022). Primary school principals' views on the required conditions for a successful implementation of inclusive education. Australasian Journal of Special and Inclusive Education, 46(2), 127-137. https://doi.org/10.1017/jsi.2022.9
  22. Gray, C., Wilcox, G., Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203-210. https://doi.org/10.1037/cap0000117
  23. Juvonen, J., Lessard, L., Rastogi, R., Schacter, H., Smith, D. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. https://doi.org/10.1080/00461520.2019.1655645
  24. Lakkala, S., Galkienė, A., Navaitienė, J., Cierpiałowska, T., Tomecek, S., Uusiautti, S. (2021). Teachers supporting students in collaborative ways - An analysis of collaborative work creating supportive learning environments for every student in a school: Cases from Austria, Finland, Lithuania, and Poland. Sustainability, 13(5), 1-20. https://doi.org/10.3390/su13052804
  25. Lakkala, S., Óskarsdóttir, E. (2021). Enhancing sustainable inclusive education. Sustainability, 13(14), 7798. https://doi.org/10.3390/su13147798
  26. Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., Spörer, N. (2022). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943-957. https://doi.org/10.1080/13603116.2020.1752825
  27. Locke, K., Feldman, M., Golden-Biddle, K. (2022). Coding Practices and Iterativity: Beyond Templates for Analyzing Qualitative Data. Organizational Research Methods, 25(2), 262-284. https://doi.org/10.1177/1094428120948600
  28. Maeda, Y., Caskurlu, S., Kenney, R.H., Kozan, K., Richardson, J.C. (2022). Moving qualitative synthesis research forward in education: A methodological systematic review. Educational Research Review, 35, 100424. https://doi.org/10.1016/j.edurev.2021.100424
  29. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184
  30. Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., Savolainen, H. (2019). Struggling for inclusive education in Japan and Finland: Teachers' attitudes towards inclusive education. European Journal of Special Needs Education, 31(1), 1-15.
  31. Mohajan, D., & Mohajan, H. (2022). Exploration of coding in qualitative data analysis: Grounded theory perspective. Research and Advances in Education, 1(6), 50-60. https://doi.org/10.56397/RAE.2022.12.07
  32. Molbaek, M. (2018). Inclusive teaching strategies - dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061. https://doi.org/10.1080/13603116.2017.1414578
  33. Moser, A., Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-18. https://doi.org/10.1080/13814788.2017.1375091
  34. Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427-431. https://doi.org/10.1177/1362168820941288
  35. Olsson, I., Sand, M.L., Stenberg, G. (2019). Teachers' perception of inclusion in elementary school: The importance of imitation. European Journal of Special Needs Education, 35(4), 567-575. https://doi.org/10.1080/08856257.2019.1709704
  36. Óskarsdóttir, E., Donnelly, V., Turner-Cmuchal, M., & Florian, L. (2020). Inclusive school leaders - their role in raising the achievement of all learners. Journal of Educational Administration, 58(5), 521-537. https://doi.org/10.1108/JEA-10-2019-0190
  37. Paseka, A., Schwab, S. (2020). Parents' attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
  38. Paulsrud, D., Nilholm, C. (2023). Teaching for inclusion - a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541-555. https://doi.org/10.1080/13603116.2020.1846799
  39. Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94-110. https://doi.org/10.1177/0038022920970318
  40. Resende, R. (2025). O uso de evidência em investigação qualitativa com o NVivo. Journal of Sport Pedagogy & Research, 11(1), 4-10. https://doi.org/10.47863/ABBV4730
  41. Roose, I., Vantieghem, W., Vanderlinde, R., & Van Avermaet, P. (2019). Beliefs as filters for comparing inclusive classroom situations. Connecting teachers' beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology, 56, 140-151. https://doi.org/10.1016/j.cedpsych.2019.01.002
  42. Ruslin, R., Mashuri, S., Rasak, M.S.A., Alhabsyi, F., Syam, H. (2022). Semi-structured Interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29.
  43. Rutledge, P.B. & Hogg, J.L.C. (2020). In-depth interviews. The International Encyclopedia of Media Psychology. https://doi.org/10.1002/9781119011071.iemp0019
  44. Slee, R. (2019). Belonging in an age of exclusion. International Journal of Inclusive Education, 23(9), 909-922. https://doi.org/10.1080/13603116.2019.1602366
  45. Theoharis, G. (2024). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. Teachers College Press.
  46. UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO.
  47. Viera, C.A. (2023). Case study as a qualitative research methodology. Performance Improvement Journal, 62(4), 125-129. https://doi.org/10.56811/PFI-23-0005
  48. Wesselmann, E., Wirth, J., Bernstein, M. (2017). Expectations of social inclusion and exclusion. Frontiers in Psychology, 8, 1-5. https://doi.org/10.3389/fpsyg.2017.00112