Inclusion in education, occupational marginalization and apartheid: An analysis of Chilean education policies

Santis, Marcela Apablaza

doi:10.1080/14427591.2018.1487259

Cited by 7 publications

(3 citation statements)

References 38 publications

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“…It is essential to promote forms of assessment that use flexible criteria for children to ensure access to special aids for children with suspected intellectual disabilities or developmental delays (Brue and Wilmshurst 2016). Although in Chile the literature has questioned the PIE program's assessments (e.g., Apablaza 2018), this criticism should focus on the eligibility purpose that has distorted the functioning of these programs, making it necessary to reevaluate the benefits of the assessment usage and purposes (Contreras et al 2020;Cornejo et al 2017) oriented to the improvement suggested by the documents.…”

Section: Discussionmentioning

confidence: 99%

“…Empirical studies mention practices and social effects that go in the opposite direction of the desired social inclusion of children in regular schools (e.g., Moreno and Peña 2020;Núñez et al 2020), which is attributed to the role of the assessment process in PIE. The literature highlights that assessment is an obstacle because professionals dedicate greater efforts to obtain diagnoses to the detriment of accompanying teachers in making educational improvements in their instruction practices (e.g., Apablaza 2018;López et al 2018). Urbina et al (2017) express that PIE professionals prioritize the assessment process, dedicating more time to it than to the process of improving and adapting instruction.…”

Section: Educational Inclusion Policy In Chilementioning

confidence: 99%

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The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations

Ancapichún,

López-Jiménez

2023

J. Intell.

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The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998 and 2022 were carried out. The results revealed that the purposes of intellectual assessment for educational policy are multiple, highlighting the provision eligibility, diagnosis, student monitoring and support, in addition to formative and curricular adjustment purposes. It is discussed how this multiplicity of purposes is congruent with the current regulations governing intellectual assessment procedures in early childhood education. It is concluded that there is a need to update the legislation that regulates intellectual assessment to be consistent with the new assessment proposals in the country.

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Section: Discussionmentioning

confidence: 99%

Section: Educational Inclusion Policy In Chilementioning

confidence: 99%

The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations

Ancapichún,

López-Jiménez

2023

J. Intell.

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“…In the literature of the region, as in the publications of Álvarez et al 54 and Carrasco and Olivares 55 , the development of a proper concept of occupation is sought. In previous studies, a discussion about dialogues between public policies and the occupations of people, groups and communities from critical perspectives were reported [56][57][58] . Meanwhile, authors such as Caro-Vines 59 and Muñoz 60 seek to historically rescue the practices and epistemologies around occupation in decentralized spaces of Chilean regionalism.…”

Section: Occupational Science In Latin Americamentioning

confidence: 99%

Contemporary Perspectives of Occupational Therapy in Latin America: Contributions to the Glocal Dialogue

Correia

Wertheime²,

Morrison

et al. 2021

S. Afr. j. occup. ther.

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BACKGROUND: The contemporary perspectives of occupational therapy in Latin America focus on an epistemic, political, and plural field under construction and in dispute. It is about the notions of knowing and doing designed to appoint the theoretical and methodological aspects that support the reading and intervention of the complex realities PURPOSE: This paper explores a glocal dialogue about the production and dissemination of knowledge in occupational therapy in Latin America KEY ISSUES: The dialogue includes issues and trends in the global scientific and social scenario, without neglecting aspects of different local realities around the world. By focusing on the profession in Latin America, using different perspectives, such as Critical Occupational Therapy; Occupational Therapy and Social Issues; Occupational Therapy and Culture; Territory and Community Occupational Therapy; Southern Occupational Therapies; and Occupational Science in Latin America. It further discusses the relationship between the theoretical perspectives and the coloniality of knowledge in occupational therapy and the contradictions based on neoliberal models in the production and dissemination of knowledge CONCLUSION: The hegemonic neoliberal model and the glocalisation theoretical framework appeared to support and circumvent the production of scientific knowledge in occupational therapy, and placed Latin America on the periphery of the global debate Keywords: professional practice of occupational therapy; theoretical framework, theoretical perspective, coloniality of knowledge, critical occupational therapy, occupational science.

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The interprofessional practice of health professionals in inclusive schools: A study using respondent-driven sampling

Dinamarca-Aravena¹,

Cabezas²

2023

Journal of Interprofessional Education & Practice

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Inclusion in education, occupational marginalization and apartheid: An analysis of Chilean education policies

Cited by 7 publications

References 38 publications

The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations

The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations

Contemporary Perspectives of Occupational Therapy in Latin America: Contributions to the Glocal Dialogue

The interprofessional practice of health professionals in inclusive schools: A study using respondent-driven sampling

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