Resumen

FRANCIS, Grace. L et al. School Principals and Parents Who Achieve Optimum Results: Lessons Learned from 6 North American Schools that have Implemented Inclusive Practices. Rev. latinoam. educ. inclusiva [online]. 2016, vol.10, n.1, pp.43-60. ISSN 0718-5480.  http://dx.doi.org/10.4067/S0718-73782016000100004.

Inclusive education contributes to numerous benefits for students with and without disabilities, including enhanced academic achievement and relationships with peers. Strong and engaged site leadership and trusting family partnerships are two features that the Schoolwide Integrated Framework for Transformation (SWIFT) Center based at the University of Kansas, uses to help schools transform into fully inclusive schools. This manuscript describes findings from 11 focus groups conducted with parents of students with and without disabilities from six American schools recognized for their inclusive practices. The results of this study revealed several ways in which school principals and parents of students can partner to contribute to the life of schools and positive outcomes for all stakeholders.

Palabras clave : Inclusion; Leadership; Partnership; Parent; Principalship.

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