Leadership Team Practices in Including Students with Autism in Chile

Abstract

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.