El objetivo de este trabajo es aportar a la comprensio?n del liderazgo escolar inclusivo revisando estudios empi?ricos sobre buenas pra?cticas de liderazgo para la inclusio?n. Se revisaron 22 arti?culos empi?ricos de la u?ltima de?cada prestando especial atencio?n a: (1) el concepto de liderazgo inclusivo; (2) las principales competencias y pra?cticas reportadas; (3) los cambios que se producen en el a?mbito escolar; (4) las barreras y los desafi?os presentes; y (5) los enfoques de inclusio?n que esta?n en la base de los estudios. Los principales hallazgos muestran que los li?deres inclusivos son personas que defienden y esta?n comprometidas con la diversidad y con los valores inclusivos, se vinculan con el barrio y crean ambientes de apoyo y colaboracio?n entre todos los actores escolares. Sin embargo, existen diferentes perspectivas para entender el foco de un liderazgo inclusivo y distintos enfoques para entender la inclusio?n.
The objective of this work is to contribute to the understanding of inclusive school leadership, by reviewing empirical studies on good leadership practices for inclusion. 22 empirical articles, from the last decade, were reviewed with special attention to: (1) the concept of inclusive leadership; (2) the main competencies and practices they reported; (3) the changes that occur within the school environment; (4) the barriers and challenges present; and (5) the approaches to inclusion that are at the base of the studies. The main findings show that inclusive leaders are people who defend and are committed to diversity and inclusive values, bond with the neighborhood, and create supportive and collaborative environments among all actors. However, there are different perspectives to understand the focus of inclusive leadership, and different approaches to unders- tand inclusion.
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