Complejidades del proceso de inclusión educativa para estudiantes con discapacidad en los centros educativos de Chile
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Rev. de Inv. Educ.
Abstract
La complejidad de los procesos y cambios que se viven en la sociedad del siglo XXI, directa o indirectamente repercute en la escuela como institución clave e histórica. Esta situación exige que ésta última, se plantee de forma reflexiva cuál es la mejor manera de llevarlos a cabo. En Chile, entre estos procesos se encuentra la inclusión educativa de colectivos que históricamente han sido excluidos del sistema educativo o de la escuela regular. En este artículo, se reflexiona sobre la complejidad del proceso de inclusión de un grupo en particular; los estudiantes con discapacidad. Se analizan los esfuerzos del Estado de Chile por llevar a cabo este proceso, con la promulgación de leyes y normativas, la influencia de convenciones y declaraciones internacionales, los progresos respectivos, los paradigmas que subyacen, la formación y rol de los profesores especiales diferenciales y algunas implicancias. Sin querer ser prescriptivos, con este documento se busca reflexionar en voz alta y abrir un debate constructivo que tenga como resultado lograr un real proceso de inclusión para todas y todos.
The complexity of the processes and changes that are experienced in our society directly or indirectly affeets the school as a key and historical institution. This situation requires the school thinks reflectively and decides what is the best way to accomplish them. In Chile, one of this processes is the educational inclusión of groups that have historically been excluded from education or regular school. In this article, we do a reflect on the complexity of the process of inclusión of a particular group: students with disabilities. We analized the efforts, difficulties and implications of Chile for carrying out this process, throught of laws and regulations, the influence of international conventions and declarations on this laws, its respective progress, the paradigms underlying this laws and role and initial education of special education teachers. We don't want to be prescriptive, we aim with this document think aloud and open up a constructive debate that results in achieving a real process of inclusión for everyone.
The complexity of the processes and changes that are experienced in our society directly or indirectly affeets the school as a key and historical institution. This situation requires the school thinks reflectively and decides what is the best way to accomplish them. In Chile, one of this processes is the educational inclusión of groups that have historically been excluded from education or regular school. In this article, we do a reflect on the complexity of the process of inclusión of a particular group: students with disabilities. We analized the efforts, difficulties and implications of Chile for carrying out this process, throught of laws and regulations, the influence of international conventions and declarations on this laws, its respective progress, the paradigms underlying this laws and role and initial education of special education teachers. We don't want to be prescriptive, we aim with this document think aloud and open up a constructive debate that results in achieving a real process of inclusión for everyone.
Description
Vol. 8, No. 2