Abstract

In 2008, Chile marked a milestone by committing to the inclusion of people with disabilities, emphasizing equality of opportunity and non-discrimination. This commitment has led to the implementation of public policies that promote equity, respect, and democracy, as evidenced in regulations such as the General Education Law 20.370 or Law 20.422, which seek to reduce inequalities and promote educational inclusion for all people. To achieve effective inclusive education, it is essential that educational communities, especially the leadership teams, provide the necessary support to all their students, especially those at greater risk of exclusion due to characteristics such as ethnicity, culture, language, gender, nationality, or special educational needs. The study presented is of a qualitative type through grounded theory and seeks to identify the dimensions and specific practices that leadership teams should implement to promote inclusive and accessible educational environments. The research is based on 13 interviews with directors and academic experts in inclusion and educational leadership, revealing six general practices distributed in three key dimensions. The identified dimensions are: (1) Establishing direction to become more inclusive communities, (2) Developing people in the educational community, and (3) Redesigning the organization to foster connections with everyone. These dimensions reflect an integral approach to educational inclusion, emphasizing not only the importance of setting clear goals and strategic direction towards inclusion but also the development of capacities within the educational community and organizational restructuring to facilitate effective inclusion. In relation to leadership practices for educational inclusion, emphasis is placed on (1) creating an educational environment where all members feel valued and supported, building a shared vision of inclusion. (2) The promotion of strategies for capacity development, enabling the educational community to possess the necessary skills to effectively implement inclusive practices. (3) Providing support to everyone, maintaining differentiated attention that recognizes the diversity of needs. (4) Establishing an inclusive culture that fosters an environment of respect and belonging. (5) Connecting the educational community with external stakeholders and students' families, extending supports beyond the classroom. (6) Lastly, the development of an educational community that supports teaching work, reinforcing collaboration and mutual support. The proposal of this model of dimensions and practices of leadership for inclusion is evidenced from the model of practices for effective leadership by Leithwood (2009). This research highlights how the management of management teams significantly impacts the educational dynamics, underscoring the need for leadership practices that promote equity and inclusion. The findings of the study are fundamental for evidence-based improvement of educational practices and contribute to the debate on how to promote a more equitable and inclusive education. This study represents progress in Chile, mainly from Leadership for Inclusion, where educational inclusion is an increasingly important issue. The identification of leadership practices for inclusion provides a solid basis for future research and for the development of strategies that can help improve inclusion in educational establishments.