The Index For Inclusion as an Institutional Self-Assessment tool: an Experience Report

Abstract

This article seeks to analyze the process of educational self-assessment conducted by an educational institution in Santiago, Chile, from March to August 2012, from the use of the third version of the Index for Inclusion, which operated as a tool mediating processes of change at the level of Cultures, Policies and Practices. The main conclusions of the work have to do with the process of self-enrichment from the use of the material, which provides, according to participants, a reflective and transformative view, guiding the search for barriers and resources for inclusion. In this sense, participation is essential in this process, becoming bridge to achieve local empowerment and thus guide the trajectory of the institution towards a more open and inclusive school culture.