Buenas prácticas desde la gestión para la promoción de la educación inclusiva

Abstract

environments. This implies an institutional commitment of the educational community to achieve long-term quality processes. In this regard, the present study aims to analyze the curricular and administrative management practices carried out by school principals to promote inclusive education in Costa Rican schools. The research was conducted from a mixed approach, with a non-experimental and cross-sectional quantitative design, and qualitative through a case study. Data were collected through an online questionnaire administered to a simple probability sample of 146 principals, a structured interview with six principals, and four focus groups with principals and teachers. The results show nine management practices associated with the promotion of inclusive education. These administrative practices are not only focused on meeting curricular objectives, but also include essential aspects to ensure the inclusion of all students, regardless of their individual characteristics. However, it is suggested that these practices be strengthened by involving all the actors involved in the educational community. In addition, it is recommended to promote active participation and cultivate a culture of inclusion as fundamental pillars to develop educational environments that effectively address the diversity of the student body.