LAS PRÁCTICAS DE LOS EQUIPOS DE GESTIÓN EN LA INCLUSIÓN DE ESTUDIANTES CON AUTISMO EN CHILE.
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| Title: | LAS PRÁCTICAS DE LOS EQUIPOS DE GESTIÓN EN LA INCLUSIÓN DE ESTUDIANTES CON AUTISMO EN CHILE. |
|---|---|
| Alternate Title: | LEADERSHIP TEAM PRACTICES IN INCLUDING STUDENTS WITH AUTISM IN CHILE. |
| Authors: | Coronado, Catalina1 c.coronadoreyno@uandresbello.edu, Valdés, René2 rene.valdes@unab.cl, Chávez, Camila3 cami.chavez.novik@gmail.com, Urra, Sandra4 sandra.urra@unab.cl |
| Source: | Calidad en la Educación. dic2025, Issue 63, p61-90. 30p. |
| Subject Terms: | *Autism, *Education policy, *School administration, *Didacticism, Inclusion (Disability rights), Chileans, Leadership, Cooperation |
| Geographic Terms: | Chile |
| Abstract (English): | In Chile, the recent enactment of Law 21,545 has introduced new challenges for inclusion in regular schools. In this context, the role of school leadership has received little analysis or discussion, especially in schools committed to an inclusive model. This study aimed to describe and analyze leadership practices for including students with autism, as perceived by management teams in inclusive schools. Using a multiple case study design, 45 interviews and 34 focus groups were conducted with members of the management teams at six Chilean schools with an inclusive orientation. The main findings show that including students with autism has invigorated school leadership in five key dimensions: family engagement, self-directed professional development, collaborative work with a focus on middle leaders, flexible pedagogical approaches, and an inclusive school culture. However, excessive concern over behavioral dysregulation can oversimplify the complexity of autism diagnoses and limit the multidimensional nature of inclusion. The most relevant findings are discussed, and recommendations are offered for both schools and educational policies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En Chile, la reciente promulgación de la Ley 21.545 ha planteado nuevos desafíos para la inclusión en escuelas regulares. En este contexto, el papel del liderazgo escolar ha sido escasamente analizado y debatido, especialmente en escuelas comprometidas con un modelo inclusivo. El objetivo de este estudio fue describir y analizar las prácticas de liderazgo para la inclusión de estudiantes con autismo desde la perspectiva de los equipos de gestión en escuelas inclusivas. Mediante un estudio de casos múltiples se realizaron 45 entrevistas y 34 grupos focales a miembros de equipos de gestión de seis escuelas chilenas con orientación inclusiva. Los principales resultados muestran que la inclusión de estudiantes con autismo ha dinamizado el ejercicio del liderazgo escolar en cinco dimensiones clave: la participación familiar, la autoformación, el trabajo colaborativo con énfasis en los líderes medios, el abordaje pedagógico flexible y la cultura inclusiva. Sin embargo, se advierte que la excesiva preocupación por las desregulaciones puede reducir la complejidad del diagnóstico del autismo y limitar la multidimensionalidad de la inclusión. Se discuten los hallazgos más relevantes y se ofrecen recomendaciones tanto para las escuelas como para las políticas educativas. [ABSTRACT FROM AUTHOR] |
| Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190642281 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LAS PRÁCTICAS DE LOS EQUIPOS DE GESTIÓN EN LA INCLUSIÓN DE ESTUDIANTES CON AUTISMO EN CHILE. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: LEADERSHIP TEAM PRACTICES IN INCLUDING STUDENTS WITH AUTISM IN CHILE. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Coronado%2C+Catalina%22">Coronado, Catalina</searchLink><relatesTo>1</relatesTo><i> c.coronadoreyno@uandresbello.edu</i><br /><searchLink fieldCode="AR" term="%22Valdés%2C+René%22">Valdés, René</searchLink><relatesTo>2</relatesTo><i> rene.valdes@unab.cl</i><br /><searchLink fieldCode="AR" term="%22Chávez%2C+Camila%22">Chávez, Camila</searchLink><relatesTo>3</relatesTo><i> cami.chavez.novik@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Urra%2C+Sandra%22">Urra, Sandra</searchLink><relatesTo>4</relatesTo><i> sandra.urra@unab.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Calidad+en+la+Educación%22">Calidad en la Educación</searchLink>. dic2025, Issue 63, p61-90. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Didacticism%22">Didacticism</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Chileans%22">Chileans</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: In Chile, the recent enactment of Law 21,545 has introduced new challenges for inclusion in regular schools. In this context, the role of school leadership has received little analysis or discussion, especially in schools committed to an inclusive model. This study aimed to describe and analyze leadership practices for including students with autism, as perceived by management teams in inclusive schools. Using a multiple case study design, 45 interviews and 34 focus groups were conducted with members of the management teams at six Chilean schools with an inclusive orientation. The main findings show that including students with autism has invigorated school leadership in five key dimensions: family engagement, self-directed professional development, collaborative work with a focus on middle leaders, flexible pedagogical approaches, and an inclusive school culture. However, excessive concern over behavioral dysregulation can oversimplify the complexity of autism diagnoses and limit the multidimensional nature of inclusion. The most relevant findings are discussed, and recommendations are offered for both schools and educational policies. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: En Chile, la reciente promulgación de la Ley 21.545 ha planteado nuevos desafíos para la inclusión en escuelas regulares. En este contexto, el papel del liderazgo escolar ha sido escasamente analizado y debatido, especialmente en escuelas comprometidas con un modelo inclusivo. El objetivo de este estudio fue describir y analizar las prácticas de liderazgo para la inclusión de estudiantes con autismo desde la perspectiva de los equipos de gestión en escuelas inclusivas. Mediante un estudio de casos múltiples se realizaron 45 entrevistas y 34 grupos focales a miembros de equipos de gestión de seis escuelas chilenas con orientación inclusiva. Los principales resultados muestran que la inclusión de estudiantes con autismo ha dinamizado el ejercicio del liderazgo escolar en cinco dimensiones clave: la participación familiar, la autoformación, el trabajo colaborativo con énfasis en los líderes medios, el abordaje pedagógico flexible y la cultura inclusiva. Sin embargo, se advierte que la excesiva preocupación por las desregulaciones puede reducir la complejidad del diagnóstico del autismo y limitar la multidimensionalidad de la inclusión. Se discuten los hallazgos más relevantes y se ofrecen recomendaciones tanto para las escuelas como para las políticas educativas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31619/caledu.n63.1563 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 30 StartPage: 61 Subjects: – SubjectFull: Autism Type: general – SubjectFull: Education policy Type: general – SubjectFull: School administration Type: general – SubjectFull: Didacticism Type: general – SubjectFull: Inclusion (Disability rights) Type: general – SubjectFull: Chileans Type: general – SubjectFull: Leadership Type: general – SubjectFull: Cooperation Type: general – SubjectFull: Chile Type: general Titles: – TitleFull: LAS PRÁCTICAS DE LOS EQUIPOS DE GESTIÓN EN LA INCLUSIÓN DE ESTUDIANTES CON AUTISMO EN CHILE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Coronado, Catalina – PersonEntity: Name: NameFull: Valdés, René – PersonEntity: Name: NameFull: Chávez, Camila – PersonEntity: Name: NameFull: Urra, Sandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: dic2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07174004 Numbering: – Type: issue Value: 63 Titles: – TitleFull: Calidad en la Educación Type: main |
| ResultId | 1 |
