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This paper addresses the concept of inclusion as a characteristic of education from a human development perspective. In this light, it discusses the social state, citizenship rights, and economic hegemony in the context of globalization as forces that promote mechanisms of exclusion, including poverty, elitist policy measures, ethnic discrimination, cultural segregation, and the participation of international organizations in national political and economic decisions, among others. Thus, the paper places administration of the welfare state within a social structure. Also, the paper considers school as an area of interaction between individuals that promotes a humanistic system of education for all people. Moreover, it aims to create a sense of unease in the reader by outlining different theories of inclusion versus exclusion and shedding light on the substantial differences in commitment to education administration at the national level as reflected in different economic, political, cultural, and social strata. The paper emphasizes the purpose of an inclusive approach to education as part of the effort to achieve quality in education administration. It then defends inclusive education centers, where students' individual learning needs are considered through holistic curriculum development and where ever-changing human interactions are taken into account in order to seek more effective administrative strategies and projects that decisively address changes in education. In this way, problems are solved in an altruistic and holistic manner that implies a dynamic, democratic, and multi-faceted role for the reader, as well as commitment on the part of administrators of educational organizations, and leads to proactive administration. [TRANSLATION]