Protagonistic community participation in the social inclusion of students with intellectual disabilities from the primary teacher's educational management

Abstract

Introduction: The research aimed to assess the current state of proactive community participation in the social inclusion of students with intellectual disabilities at the "Ignacio Martí" primary school, within the context of the teacher's educational management. Materials and Methods: A mixed-methods approach—predominantly qualitative—was employed, utilizing a cross-sectional pedagogical diagnostic design. The sample consisted of 14 teachers, 4 students, and 14 community members. Data collection instruments included a participant observation guide, a teacher questionnaire, and semi-structured interviews, all validated through expert judgment and triangulation. Results: The findings reveal insufficient links between community agencies and the school, limited community leadership in inclusive planning, and low-intensity family participation. Discussion: Only 14.3% of teachers consider themselves qualified to manage social inclusion, and 21.4% of community members demonstrate inclusive attitudes. Conclusions: It is necessary to develop educational management strategies that integrate proactive community participation as a means to foster the social inclusion of these students.