The Doctoral Thesis was developed within of a Framework Contract among the Education Department of the Generalitat de Catalunya (Government of Catalonia) and the Universitat de Barcelona, with whom we have done a shared work in design phase and application of the instrument to collect data. The design of the research, was based in a quantitative methodology, with a descriptive and correlational nature. We created a questionnaire consists of six dimensions, which allowed us to identify the inclusive level of the centers, using a series of indicators about organization and inclusive practices on sample schools. Afterward, we contrasted this variable, with the academic performance obtained for the schools, in the last three years, in the external evaluation by the Generalitat de Catalunya in the sixth grade. We also controlled the center complexity variable. In this study have participated 615 schools, it has allowed us to obtain an overview on the inclusion state in these schools. The results show that most of center have a medium level of inclusion, and in a lesser amount centers obtained a high inclusion level. There are no centers with a low level of inclusion, which means that no center exclusion processes predominate over inclusive practices, and that the sample schools are in a process becoming in inclusive centers. Analysis by dimensions showed that the center organization, center inclusive climate and classroom organization were the more established dimensions. The school support dimension is in average level, while community engagement and lifelong learning were dimensions less successful. Findings indicate that there is no relationship between academic achievement and inclusive level of the center. Only isolated significant correlations were found in some dimensions, which do not allow us to generalize a constant relationship between this two variables.

https://www.giee.cat/articles/la-participacio-de-la-comunitat-i-la-formacio-permanent-reptes-per-a-un-sistema-educatiu-mes-inclusiu-a-catalunya