@misc{10481/88656,
year = {2023},
month = {12},
url = {https://hdl.handle.net/10481/88656},
abstract = {School leaders play a key role in improving inclusion in schools. 
However, information on the practices promoted by headteachers 
to promote inclusion in their institutions is still scarce. The article 
analyses the degree of implementation of actions undertaken by 
principals to favor inclusion in compulsory education schools from 
the perspective of families and teaching teams. 631 families and 
420 teachers from the city of Granada (Spain) participated in the 
research. It is a quantitative study and follows a comparative design 
based on survey. In order to collect information the questionnaire 
Leading Inclusive Education in Compulsory Education Schools was 
used in its two versions (LIE-Q-Teaching Team and LIE-Q-Families). 
The data obtained were subjected to both descriptive and inferential analysis. The results reveal that, in the opinion of teachers and families, most actions implemented by school headteachers to 
favor inclusion, are those that favor the opening of the school to 
the community and its surroundings. The study has made it possible to verify, among other things, that there are differences in the 
perception of the inclusion practices of school leaders in compulsory education depending on the group analyzed (family or teaching teams).},
organization = {Este artículo deriva del proyecto "EL LIDERAZGO DE LA DIRECCION ESCOLAR Y SU CONTRIBUCION A LA MEJORA DE LA INCLUSION 
EN EDUCACION OBLIGATORIA" cuya referencia es: PID2019-106250RB-I00 que ha sido financiado por el Ministerio de Ciencia e Innovación},
publisher = {Taylor and Francis},
keywords = {Inclusion},
keywords = {Schools},
keywords = {Leadership},
title = {School Managemet team and inclusion: the perspective of families and teachers in the spanish context},
doi = {DOI: 10.1080/13603124.2023.2298209},
author = {López López, María Carmen and López Fuentes, Rafael and Epelde Larrañaga, María Amaya and Fernández Prados, María J.},
}