Initial Training Of Teachers For Inclusive Education In Chile

Abstract

The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile. Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering -at least, not explicitly-formations with an intensive focus on inclusive education and there are not differences between private and public universities.

Designing A Russian – American Teachers’ Training Program In The Field Of Inclusion

“…Some works focus on visual impairment, we were particularly interested in (Cordun et al, 2015;Ranganathan, 2014). At the same time, relatively little attention is paid to the problem of inclusive education in the aspect of designing teacher training programs in Russia (Margolis, 2014) while in the international practice this question is widely discussed (Allan et al, 2013;Blanton et al, 2011;Florian, 2012;Friend & Bursuck, 2012;Kim & Lindeberg, 2012;Villalobos et al, 2017). And there are practically no works in Russian that pay their attention to the American experience in the field of inclusion.…”