¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

Rosas, Ricardo; Espinoza, Victoria; Hohlberg, Elisa; Infante, Sanndy

doi:10.4067/s0718-73782021000100055

Cited by 12 publications

(16 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, for most skills the results suggest that the performance of the students attending special schools is slightly superior to that of those attending regular schools. This result replicates the result reported by Rosas et al (2021) who report that the results obtained by students attending special schools are superior to those attending regular schools. Similarly, the difficulties that deaf students face in the mainstream education system, including regular Frontiers in Education 09 frontiersin.org classrooms, and their negative impact on the learning of deaf students have been described (Goldberg and Richburg, 2004;Moeller et al, 2007).…”

Section: Discussionsupporting

confidence: 91%

“…Concerning students with SEN, Rosas et al (2021) showed that deaf and blind students present differences in performance in different tests, according to the educational system they attend. The results indicate that students who are blind or have low vision and are integrated into regular schools have better results in mathematics than their peers who attend special schools.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

Rosas,

Espinoza,

Martinez

et al. 2023

Front. Educ.

Self Cite

View full text Add to dashboard Cite

IntroductionStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.MethodsIn the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.ResultsOur descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.DiscussionWe then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

Rosas,

Espinoza,

Martinez

et al. 2023

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…This is also reflected in a Chilean study that stated that preschool-aged children with a sensory disorder (hearing or visual disability) presented significantly more internalizing and externalizing problems than their peers with no declared SEN (ND-SEN) (Santa-Cruz et al, 2021). It has been reported that children with a sensory disability who are mainstreamed in regular schools might present even more difficulties than those attending alternative schools (Rosas et al, 2021).…”

Section: Special Educational Needsmentioning

confidence: 99%

How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.

Santa-Cruz¹,

Espinoza²,

Donoso³

et al. 2022

School Psychology

Self Cite

View full text Add to dashboard Cite

This study investigated the repercussions of coronavirus disease and the subsequent quarantine on the emotional well-being of children in their initial years of formal schooling, with particular emphasis on children with special educational needs (SEN) and children from high and low socioeconomic statuses (SES). This longitudinal study employed the Child Behavior Checklist for ages 6-18 (CBCL) completed by the students' guardians at least once during 2018-2019 and again during 2020. The results showed differences in internalizing and externalizing problems after 8 months of quarantine and a significant increase in students fitting clinical or borderline categories given by the CBCL itself. The results are described in detail for four groups considering the combination of SEN and SES characteristics, showing the importance of their intersectionality, especially between low SES and SEN. Impact and ImplicationsThis work represents a rapid effort to inquire about the socio-emotional well-being of Chilean schoolers during extensive periods of quarantines due to the COVID-19 pandemic. The analysis considered how groups with different educational needs and SES have changed their well-being since 2018-2019 compared to 2020. This research calls attention to the need to respond with evidence-based data for those more affected. Results implicate that Chilean school-children have seen the most critical diminishing of their socio-emotional well-being during this time. Our results highlight the pressing need to provide parents and educators with tools to confront children's social and emotional development, especially for the more vulnerable populations.

show abstract

“…Si bien es cierto los docentes, en general, presentan una representación positiva, la actitud se vuelve negativa debido a la poca experiencia que se les proporciona en su formación inicial y continua para trabajo con la diversidad, y además, por la falta de apoyo en sus instituciones. Finalmente, algunos autores, aún presentan respecto a la inclusión educativa en Chile debido a que desde sus investigaciones aún predomina, al menos en el caso de las NEE el paradigma de integración (Rosas et al, 2021).…”

Section: Representaciones Sociales Políticas E Inclusiónunclassified

Representaciones Sociales Docentes sobre la Evaluación Educativa en Chile, ¿Aporte o Barrera para el Proceso de Inclusión Escolar?

Pérez

Uribe

2022

Rev. latinoam. educ. inclusiva

View full text Add to dashboard Cite

Educational evaluation Learning assessment Educational inclusion Social representations Speech teacherThis research is justified by the educational and social changes on evaluation that have occurred in Chile since 2018. From the new guidelines, evaluation is promoted as a formative and flexible process that adapts to the diversity of students. The objective was to understand the social representations on educational evaluation as a contribution to inclusion. Under a qualitative paradigm, we worked with the discourse and social representations of preschool teacher, Physical Education, primary school teacher, Special needs education. For the information treatment, the analysis of the structural content of the discourse was used. The main results showed that teachers judge their assessment strategies as insufficient and the SIMCE test as an obstacle to Inclusion. In addition, teachers express that evaluation is used as an instrument of power and control. For its part, it favors inclusion when using co-evaluation and self-evaluation.

show abstract

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

Cited by 12 publications

References 21 publications

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.

Representaciones Sociales Docentes sobre la Evaluación Educativa en Chile, ¿Aporte o Barrera para el Proceso de Inclusión Escolar?

Contact Info

Product

Resources

About