TY - JOUR
T1 - Tensions regarding inclusion meanings from stakeholders' perspectives
T2 - A qualitative study
AU - Solis-Grant, María José
AU - Bretti-López, María José
AU - Sepúlveda-Carrasco, Cristóbal
AU - Pérez-Villalobos, Cristhian
AU - Sepúlveda-Witt, Tatiana
AU - Reinoso-González, Eduardo
AU - Hernández-Quidel, Juan Francisco
N1 - Publisher Copyright:
© 2025 Solis-Grant et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2025/4
Y1 - 2025/4
N2 - In literature, a divergence is apparent concerning the definition of educational inclusion. The study aims to describe the relationship between the diversity of actors in the university community and their perception of institutional inclusion in higher education organizations in Chile. We employed a qualitative methodology based on Grounded Theory, conducting focus groups with 16 students, 17 teachers, five non-teaching staff, and eight authorities. We conducted a semi-structured interview with an authority, encompassing all three university campuses in the country. The data analysis revealed five subcategories associated with the topic. What is understood by the concept of inclusion? What do they think about inclusion? Who should be the subjects of inclusion? What changes have been observed in inclusion? Moreover, why is it necessary to define inclusion? The emphasis is on the diverse existing views around the approach to the concept and the need to generate definitions with institutional relevance to advance its development and implementation.
AB - In literature, a divergence is apparent concerning the definition of educational inclusion. The study aims to describe the relationship between the diversity of actors in the university community and their perception of institutional inclusion in higher education organizations in Chile. We employed a qualitative methodology based on Grounded Theory, conducting focus groups with 16 students, 17 teachers, five non-teaching staff, and eight authorities. We conducted a semi-structured interview with an authority, encompassing all three university campuses in the country. The data analysis revealed five subcategories associated with the topic. What is understood by the concept of inclusion? What do they think about inclusion? Who should be the subjects of inclusion? What changes have been observed in inclusion? Moreover, why is it necessary to define inclusion? The emphasis is on the diverse existing views around the approach to the concept and the need to generate definitions with institutional relevance to advance its development and implementation.
UR - https://www.scopus.com/pages/publications/105002139242
U2 - 10.1371/journal.pone.0321375
DO - 10.1371/journal.pone.0321375
M3 - Article
C2 - 40193381
AN - SCOPUS:105002139242
SN - 1932-6203
VL - 20
JO - PLoS ONE
JF - PLoS ONE
IS - 4 April
M1 - e0321375
ER -