Inclusion for early education in Region de Aysén, characterization from the proposal for adaptation of a measurement instrument

Abstract

Educational inclusion remains a pressing issue in Chile, particularly at the preschool level, where significant challenges persist. To address these needs, this study adapts the Inclusion Index of Booth and Ainscow (2015) for use in the Chilean context, assessing its psychometric properties and testing it with a sample of 30 preschool education professionals. Results confirm the instrument's strong psychometric characteristics, validating its reliability for institutional self-assessment. Furthermore, descriptive analysis highlights key areas for improvement, including strengthening the role of the School Council/Parvular Council, enhancing collaboration with local organizations, and optimizing internal support structures to embrace diversity. The study also identifies challenges in fostering the identification and appreciation of differences and diversity within the classroom setting. Overall, the findings affirm that this adapted tool is an effective resource for evaluating and promoting educational inclusion in Chilean preschool education, contributing to broader efforts to achieve equitable, quality education for all.