Inclusive education is an important objective to be achieved in educational institutions, since it allows the achievement of an education for all, according to their idiosyncratic characteristics and with an emphasis on meaningful learning. Despite this, there have been many difficulties for its implementation in schools. A participatory management tool, called institutional metacognition, is proposed so that school leaders can promote and maintain inclusive education strategies over time, monitoring the obstacles that may arise in the process. Institutional metacognition is made up of participatory actions focused on diagnosis, decision-making, and evaluation of the results of said actions, which make it possible to determine, for example, the implementation of inclusive education models, as well as their assessment. It is concluded that, for the achievement of an inclusive school, institutional metacognition is a useful management tool, allowing school leaders to implement inclusive proposals, as well as evaluate their development, participatively identifying both successes and obstacles that arise and can interrupt them.

School management, Leadership, Inclusion, Participation, Education transformation