The Impact of Institutional Educational Management on Inclusive Support for Students with Special Educational Needs.

Abstract

The article titled “The Impact of Institutional Educational Management on the Inclusive Support of Students with Special Educational Needs (SEN)” addresses the need to recognize that educational inclusion encompasses access, participation, and, fundamentally, the curricular accommodations necessary to ensure these students’ continued enrollment in the regular education system. The overall objective was to analyze the impact of institutional educational management on the inclusive support of students with special educational needs. The methodology used was a systematic literature review addressing the relationship between educational management and the inclusion of students with special educational needs (SEN), employing a qualitative approach with a descriptive-interpretive scope. The search for information was conducted in the Scopus, PubMed, SciELO, and Web of Science databases. The results show that executive leadership appears to be one of the key components, since issues related to resource allocation, training, planning, and monitoring fall to a leadership team that views inclusion as one of the educational institution’s priorities; furthermore, inclusive support is reflected in the participation, learning, and retention of students with special educational needs (SEN), which requires adapting the curriculum a task that can be accomplished through efficient management. It was also found that professional development, the availability of adapted materials, and inclusive leadership promote the coordination of institutional actions, whereas fragmented management hinders their continuity. The main conclusion is that inclusion does not depend exclusively on the practices implemented by teachers in the classroom but is associated with managerial, pedagogical, administrative, and organizational conditions that promote its development and continuity.