The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the main findings of this research was that students with attention deficit disorder showed lower reading comprehension performance than their peers who do not presented this diagnosis. This same tendency was observed in the results of the texts production tasks. This implies that the disorder affecting the attention in students with it interferes in the process of language learning. This generates challenges and new questions for those who do research in this topic; and for the case of teachers, it presents new challenges when planning the teaching in order to adapt it to the specific requirements of these students in the area of language.
The main objective of this research is to understand the construction of the identity of special education teachers in the framework of the implementation of educational accountability policies in Chile. Methodologically, this study responds to the qualitative tradition of research, in which 10 special education teachers from the Metropolitan Region participated. The instruments to produce the information in this investigation correspond to the in-depth interview and the reflective log. As a technique for analyzing the narratives, the qualitative content analysis was used. Among the main findings is an identity construction in transformation and stressed by the demands of accountability and the production of standardization and exclusion practices as effects of the educational market logics, which go against the identity that historically these educators have built.
En Chile, la inclusión escolar es un ideal que se encuentra en jaque. En las últimas décadas, las políticas de rendición de cuentas o accountability se han legitimado como el discurso predominante en las escuelas. Estas instituciones escolares han priorizado la estandarización de los procesos educativos y la demostración de resultados por medio de evaluaciones como el Sistema de Medición de la Calidad de la Educación (Simce). La presente investigación, desde una perspectiva analítica foucaultiana, busca conocer las tácticas de resistencia que despliegan las educadoras diferenciales, actores encargados de la implementación de la inclusión, ante los mandatos de rendición de cuentas en la cotidianeidad. Por medio de un estudio de casos con enfoque etnográfico, en el que se realizaron entrevistas y observaciones participantes a dos educadoras diferenciales, se logra dar cuenta de la producción de tácticas colectivas e individuales para resistir a los procesos de estandarización de la enseñanza y de derivación de estudiantes con dificultades de aprendizaje a escuelas de educación especial, prácticas que resultan ser contrarias a la identidad y ética de estas docentes.
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