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Dynamics of Reception, Appropriation, and Contextualization of the Approach of the Index for Inclusion in Municipal Schools in a District of the Metropolitan Region

2016; Pontifical Catholic University of Chile; Volume: 53; Issue: 1 Linguagem: Inglês

10.7764/pel.53.1.2016.16

0719-0409

Ignacio Figueroa-Céspedes, Jorge Soto, Bruna Sciolla,

Cerebral Palsy and Movement Disorders

This article presents and analyzes the experience of a group of schools located in the District of Huechuraba in the reception, contextualization, and appropriation of the approach described in the third edition of the Index for Inclusion (Booth & Ainscow,2012), drawing on processes related to the design of an inclusive development plan. Devised with input from the school community, this plan defines some strategies to overcome the barriers detected by the group. By way of qualitative analysis and case studies, this paper points to the factors that either support or hinder the proposed approach, and identifies five dimensions that proved to be key for the processes of appropriation and contextualization: collaborative cultures, participatory action research, inclusive leadership, vision for comprehensive change, and counseling strategies. The results presented here are based on an analysis of the phases related to exploring and setting priorities, and enable researchers to delve deeper into both the given and generated conditions necessary for inclusive school development in the context of municipal education, spurring reflection about the implementation of transformative strategies at the school level, inspired by participatory research processes.