Inclusive Education Policy in Schools from the School Manager’s View
Inclusive education has been a major challenge for the Brazilian educational system. The school manager plays a leadership role in overcoming the challenges encountered during the construction of an inclusive school environment. The objective of the study was to identify the manager's vision on...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/89699 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/89699 |
| Access Level: | acceso abierto |
| Palabra clave: | Gestor Escolar Gestão Democrática Educação Inclusiva School Manager Democratic Management Inclusive Education Director escolar Gestión democrática Educación inclusiva |
| Sumario: | Inclusive education has been a major challenge for the Brazilian educational system. The school manager plays a leadership role in overcoming the challenges encountered during the construction of an inclusive school environment. The objective of the study was to identify the manager's vision on the inclusive education policy in schools. During the research, data were collected from 132 managers of regular schools in the country, 66 from public schools and 66 from private schools. The collection instrument was a questionnaire developed to map the school's inclusive education policy. The questionnaire was submitted to analysis by 6 judges, obtaining the instrument's Content Validity Index of 88%. The research results demonstrated that the development of inclusive education guidelines is more centralized in the pedagogical team with less family participation. The private school manager identified the lack of family support as his biggest difficulty in implementing inclusive education and the public school manager cited the lack of specialized teachers, support network and adequate service. The research also showed that the majority of managers stated that they comply with public policies that deal with inclusive education, but do not believe that these contribute to the achievement of inclusion in the institution. Finally, the manager is proposed to reflect on the existence of democratic and participatory management and its role as a mobilizer of inclusive practices for the implementation of an inclusive educational policy at school. |
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