Abstract

Inclusive education is a fundamental area of the school practice, however, the effects of the COVID-19 pandemic in the work of teachers and administrators implementing inclusive practices, such as the members of the School Integration Program (SIP) in Chile, have not been broadly addressed. This research used Social Network Analysis (SNA) to examine patterns of interaction between teachers and administrators of a Chilean school and determine the roles of SIP members (inclusive education teachers, support members and coordinators) during the pandemic. The results show SIP members have a preponderant role, although ambivalent, inside the collaborative networks. The pandemic did not affect their previous dynamics, yet it offered a scenario that highlighted their role beyond existing hierarchies, where inclusion is key to counteract the inequality exacerbated by the pandemic. The foregoing evidence can contribute to the development of meaningful collaborative practices to undertake educational challenges during and after the sanitary emergency.