Abstract

This quantitative study focused on analyzing the perceptions that different agents of the school community (N=200) have regarding the inclusive values of equality, respect, cooperation and participation. The participants, including directors, teachers, education assistants, students and families from two vulnerable contexts —one urban and one rural in Chile—responded to a questionnaire developed for this study to assess values for an inclusive school culture. The results show significant differences in the perception of inclusive values between teachers and families, and between families and students for the four values studied. Notably, the rural school presented more developed aspects that favor the construction of more inclusive educational communities. Finally, both educational communities present an emerging inclusive cultural model, which faces and coexists with varied value meanings that emerge as barriers to progress on the road to inclusion. The findings underscore the urgency of directing efforts to the resignification of the fundamental values of the inclusive culture from a dialogic perspective, to reflect on and analyze educational practices to ensure their permanence over time.