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Abstract：
Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students\' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.
摘要：
包容性教育涉及来自不同社会部门的不同行为者的互动，比如教育，健康,和政策。智利的包容性法律和法规相对较新，已被视为区域模式。然而,实施这些措施的努力揭示了一些必须讨论的结构性困难。这篇概念分析文章旨在提供见解，以丰富跨部门合作，以促进智利学校的包容性文化。考虑到经合组织分析框架，它描述了一种系统的方法，我们为模型的关键组成部分提供定义，并讨论当前智利公共政策在该领域的进展和挑战-包括智利CreceContigo和学校融合计划（SIP）-，智利教育系统的运作，社会背景，和学生的需求和支持基于现有的证据。从包容性教育文献和以往经验出发，我们深入研究该模型以满足残疾学生的需求，社会和文化劣势，属于土著居民的学生，和社会经济水平较低的学生提出行动准则，特别侧重于在学校一级整合包容性做法。
