Marco Regulatorio para la Inclusión de Estudiantes con Necesidades Educativas Especiales en Chile: un Análisis en Torno a Prácticas Escolares

Abstract

RESUMEN Presentamos una revisión del estado de la legislación sobre educación especial en Chile y un análisis cualitativo de su aplicación en escuelas regulares con Programas de Integración Escolar. Exponemos que la normativa para la integración de niñas/os con Necesidades Educativas Especiales se enmarca en un contexto enfocado en la rendición de cuentas sin criterios comunes que faciliten su interpretación. Como consecuencia, los actores involucrados ponen en práctica las normas de diversas formas, lo que incluye el abordar la normativa respecto a asuntos administrativos y financieros para intentar que no obstaculice la inclusión de manera universal.

Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students

“…It restricts the number of professionals hired to implement inclusive education ( Peña, 2013 ; San Martín et al, 2020 ). Then, the time available to support different aspects of diversity is also limited ( Sandoval et al, 2021 ). Like they have scarce human resources, teachers and educational assistant professionals do not have enough time to collaborate ( González-Burboa et al (2020) ) nor co-teach ( Rosas and Palacios, 2021 ).…”

“…Accordingly, schools focus on skills development rather than inclusion as education for all ( Chieppa et al, 2023 ). Particularly for the Chilean case, Decree 170 perpetuates a medical and integrative model of support for educational needs by establishing clinical diagnostic criteria that orient the resources to support and maintain the stigma and segregation of these students ( Sandoval et al, 2021 ; Zuñiga and Mansilla, 2023 ). In addition to students with SEN, available literature has documented gaps in cultural beliefs that negatively impact the requirements of other diverse groups such as LGTBQ and nonnative Spanish speakers’ students ( Rojas Fabris et al, 2019 ; Jaramillo and Córdova, 2023 ).…”

“…Even when the law mentions different minority groups, it defines special education as a specific transversal modality of the educational system [e.g., Secretaría de Educación Parvularia (2019) . This modality provides services, resources, and support from professionals with specialized knowledge to students with temporary or permanent special educational needs (SEN), which can affect their development or access to learning ( Sandoval et al, 2021 ).…”

“…Even though Chile’s regulatory framework shows significant progress toward the goal of inclusion, a series of studies on the implementation of SIP in Chile identify tension and ambivalence between regulations and pedagogical practices ( López et al, 2014 ; Urbina Hurtado et al, 2017 ; Tamayo-Rozas et al, 2018 ; Arriagada Hernández et al, 2021 ; Sandoval et al, 2021 ). In this regard, there are two critical issues: (1) The incentive mechanism for diverse students’ inclusion through the funding of students by voucher ( Varela et al, 2015 ; Bas, 2021 ), and (2) the lack of cross-sectoral collaboration ( Patana, 2020 ).…”