SCHOOL ADMINISTRATION IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article presents the results of research aimed at identifying how school management actions and decisions address the inclusion of students with disabilities in the early years of elementary education, considering both pedagogical and organizational aspects. The study employs a qualitative approach—exploratory and bibliographic in nature—based on a literature review conducted via Google Scholar. The search covered the period from 2003 to 2026, using the keywords "school management," "inclusive education," "students with disabilities," "early years of elementary education," and "school inclusion." The initial search yielded approximately 377 results in Portuguese. Following an analysis of titles, abstracts, and thematic relevance, five studies were selected to form the research corpus. The results were organized into five categories that emerged from the analysis: school management and the organization of spaces and resources; teacher training; coordination with Specialized Educational Services; family participation; and democratic management and the development of an inclusive culture. The findings demonstrate that school management plays a fundamental role in realizing inclusion, although challenges persist regarding insufficient resources, professional training, specialized personnel, and institutional support. The study concludes that inclusion requires planning, coordinated actions, and continuous investment.