THE SCHOOL ADMINISTRATOR'S LEADERSHIP IN INTEGRATING THE FAMILY OF STUDENTS WITH ASD INTO DECISION-MAKING PROCESSES

Abstract

This article addresses the role of school administrators in integrating the families of students with Autism Spectrum Disorder (ASD) into decision-making processes, focusing on how participatory management contributes to strengthening school inclusion. The research stemmed from the challenge observed in educational institutions regarding the difficulty of promoting effective family participation in pedagogical planning processes, especially in Specialized Educational Services (SES) and the development of Individual Development Plans (IDPs). Given this gap, the main objective was to understand how the school administrator's leadership can foster dialogue, cooperation, and co-responsibility between school and family in the construction of inclusive practices. The methodology adopted consisted of a literature review, with a qualitative and exploratory approach, conducted on platforms such as Google Scholar and SciELO, encompassing 15 articles published between 2017 and 2025, written in Portuguese and aligned with the theme. The results showed that the school administrator plays an essential role in mediating the relationships between school and family, promoting democratic spaces for listening, planning, and participation. It was found that collaborative leadership practices strengthen the school-family bond, promote shared decision-making, and contribute to building a welcoming and inclusive school environment. It is concluded that the leadership of the school administrator is crucial for the effective implementation of inclusion and family participation, representing a significant path for improving educational policies and practices.