The Role of the Principal in the Implementation of Inclusive Practices for Students with Special Educational Needs

Abstract

The study analyzed the influence of the principal’s leadership in the implementation of inclusive practices for students with special educational needs (SEN) at the Yachana Wasi Intercultural Bilingual Educational Unit. A quantitative, descriptive, and non-experimental design was employed, using surveys administered to 26 educational actors, including authorities and teachers. The instruments were structured around dimensions such as pedagogical leadership, inclusive planning, and the use of Universal Design for Learning (UDL), allowing for the identification of differing perceptions among participants. The results revealed a significant gap between the self-assessment of authorities and the teachers’ evaluations, particularly in the dimension of strategic direction. It was found that 58.3% of the teaching staff had no specialized training in inclusion, despite working with SEN students. The “inclusive strategies” dimension received low and consistent ratings from both groups, reflecting a lack of systematic pedagogical actions. In response to these findings, a rectoral guide was designed and validated to strengthen inclusive leadership. The research provided valuable evidence for understanding institutional challenges in intercultural contexts and proposed concrete tools to advance toward more equitable school management.