TY - JOUR
T1 - Políticas de educación especial en Chile (2005-2015)
T2 - Continuidades y cambios
AU - Garcia, Rosalba Maria Cardoso
AU - López, Verónica
N1 - Funding Information:
A lo largo de las últimas décadas, el discurso de los organismos internacionales orienta las acciones de los Estados nacionales mediante propuestas sobre inclusión en sentido amplio. La inclusión escolar o la educación inclusiva se han convertido en eslóganes de las políticas educativas en los últimos años, lo que aprecia en los discursos políticos internacionales mediante documentos del Banco Mundial (BM), la Organización para la Cooperación y el Desarrollo Económico (OCDE) y la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).
Funding Information:
Para esos alumnos, se indica que el currículo necesita adaptaciones y, para ello se considera necesario que profesores de educación especial o diferencial y otros profesionales actúen como apoyo a la enseñanza regular. Se observa un énfasis en la presencia de un equipo multidisciplinario, a partir del MINEDUC, para actuar en la evaluación y definición de las necesidades educativas de los estudiantes. Se refuerza por lo tanto, un modelo especializado de profesores y profesionales (Decreto Supremo nº 1, 1998).
Publisher Copyright:
© 2019, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Our objective is to present the policy of special education in Chile, discuss the conceptual changes from the perspective of inclusive education. For the development of the discussion work with documentary analysis. The documentary reading is based in identifying ideas and concepts present in the political discourse. The examination of the national documentation focused specifically on the changes perceived in the Chilean special education policy in a ten-year interval (2005 – 2015). In Chile, special education maintains the specific knowledge character of its teachers and of students’ own needs. New curricular indications refer to the universal design associated with the national curriculum with individualized plans when “it is necessary”. On the other hand, the private management of special education is maintained through non-public and non-regular institutions. It still maintains the terminology “with special educational needs, related to the definition of the beneficiary group of its policies as “transitory” and “permanent”, with tendency to the greater presence of the transitory in the regular schools and the permanent ones in the special schools.
AB - Our objective is to present the policy of special education in Chile, discuss the conceptual changes from the perspective of inclusive education. For the development of the discussion work with documentary analysis. The documentary reading is based in identifying ideas and concepts present in the political discourse. The examination of the national documentation focused specifically on the changes perceived in the Chilean special education policy in a ten-year interval (2005 – 2015). In Chile, special education maintains the specific knowledge character of its teachers and of students’ own needs. New curricular indications refer to the universal design associated with the national curriculum with individualized plans when “it is necessary”. On the other hand, the private management of special education is maintained through non-public and non-regular institutions. It still maintains the terminology “with special educational needs, related to the definition of the beneficiary group of its policies as “transitory” and “permanent”, with tendency to the greater presence of the transitory in the regular schools and the permanent ones in the special schools.
KW - Chile
KW - Education Policy
KW - Special Education
UR - http://www.scopus.com/inward/record.url?scp=85067407124&partnerID=8YFLogxK
U2 - 10.1590/s1413-65382519000100001
DO - 10.1590/s1413-65382519000100001
M3 - Article
AN - SCOPUS:85067407124
VL - 25
SP - 1
EP - 16
JO - Revista Brasileira de Educacao Especial
JF - Revista Brasileira de Educacao Especial
SN - 1413-6538
IS - 1
ER -