COLLABORATIVE SCHOOL MANAGEMENT: A PATH TO THE INCLUSION OF STUDENTS WITH SPECIAL NEEDS

Abstract

This article aimed to analyze collaborative school management as a path to the inclusion of students with special needs, recognizing the importance of dialogue, participation, and shared responsibility in the educational environment. The methodology used was bibliographic research with a qualitative approach, based on authors who discuss democratic management, inclusion, and equity public policies. The analysis of the studies made it possible to identify that collaborative management promotes the construction of inclusive practices by integrating teachers, managers, families, and the community around a common goal: ensuring the learning and full development of all students. The results showed that collaboration enhances teacher training, strengthens school-family ties, encourages the creation of inclusive pedagogical projects, and helps to overcome physical, pedagogical, and attitudinal barriers. Despite challenges such as cultural and structural resistance, it is concluded that collaborative school management is an essential strategy for consolidating a culture of inclusion and for transforming the school into a democratic, humanized space committed to social justice.