The effect of the integration of students with special educational needs: Evidence from Chile

Contreras, Dante; Brante, Miguel; Espinoza, Sebastián; Zúñiga, Isabel Carrión

doi:10.1016/j.ijedudev.2020.102163

Cited by 17 publications

(11 citation statements)

References 21 publications

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“…Nevertheless, even if well-intentioned staff fear they lack the necessary knowledge and training to support pupils with SEND (Sanhueza Henríquez et al 2013;San Martín et al 2017), especially those who are autistic (Cerreta 2018;Villegas Otárola et al 2014), a strong programme of inclusion has been shown to reduce any negative effects, should they exist from an academic perspective, of the presence of pupils with SEND (Contreras et al 2020). The findings from this study also provide an important indicator of the value of engaging directly with pupils on SIP programmes and, as far as autistic children and young people are concerned, of supporting their sensory, emotional and social needs in school.…”

Section: Discussionmentioning

confidence: 99%

“…Meanwhile, little is known about the school experiences of autistic pupils in Chile from their own perspective or from the point of view of the pupils with SEND in general (López et al 2014;Soto Riquelme 2018;Villalobos-Parada et al 2014). Studies might rely on administrative data (Contreras et al 2020), or aim to capture the experiences of young autistic individuals through the views of their parents and teachers only (Cerreta 2018). However, it seems axiomatic to assert that to understand the needs, interests and experiences of autistic pupils, it is necessary to consult with the young people themselves (Falkmer et al 2012;Wood 2019).…”

Section: Introductionmentioning

confidence: 99%

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Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Istuany

Wood

2020

Scandinavian Journal of Disability Research

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The Chilean government has introduced significant changes across the school system to facilitate the educational inclusion of pupils with special educational needs and disabilities (SEND) via School Integration Programmes (SIPs). However, these policies have only been partially successful, with problems of stigmatisation and tokenistic inclusion reported. Meanwhile, other than through parental narratives, little information is available on the success of SIPs for pupils with SEND. In this small scale, exploratory case study based in a state school in Santiago, the views of five autistic pupils aged 10-19 were sought on their inclusion and participation in school. Using flexible, participatory methods and analysed via thematic analysis, the pupils provided important insights into their sensory issues, social and learning needs in school. Crucially in the Chilean context, they also revealed the particular impact of earthquake tremors on them. The implications of these findings for future research and educational practices are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Istuany

Wood

2020

Scandinavian Journal of Disability Research

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“…En relación a evidencia que haya explorado el manejo de la heterogeneidad más allá del ordenamiento académico y social, como una práctica de exclusión del estudiantado -concretamente, de cierto(s) tipo(s) de estudiante(s)-en el espacio escolar, Contreras y coautores (2020) muestran, por primera vez, evidencia que estudiantes con necesidades educativas especiales incorporados en escuelas que han implementado programas de integración escolar no serían agrupados entre clases al interior de dichas escuelas. Así mismo, muestran que a medida que mejores prácticas de inclusión son llevadas a cabo los efectos negativos derivados de incorporar estudiantes con este tipo de necesidades (en resultados) desaparecen (Contreras et al, 2020).…”

Section: Prácticas De Segregación Por Agrupamiento Académicounclassified

La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas

López¹,

Ortiz²,

Valenzuela³

et al. 2020

REICE

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Si bien las políticas educativas y la investigación en educación han abordado la segregación entre escuelas, las formas menos visibles de segregación y exclusión dentro de la escuela apenas se han estudiado. El objetivo de este estudio fue caracterizar y analizar la ocurrencia y concurrencia de dos tipos de prácticas: punitivas y de ordenamiento por habilidades. Se utilizó las bases de datos del sistema de información general de estudiantes de los años 2003 al 2018 para identificar prácticas de ordenamiento académico, y los cuestionarios que acompañan la prueba SIMCE del año 2018 para analizar las prácticas punitivas reportadas por estudiantes de 6° (N = 224.274) y 10° grado (N = 202.282) y a padres de estudiantes de 4° grado (N = 214.211), 6° grado (N = 204.894) y 10° grado (N = 171.596). Los resultados muestran que los estudiantes de sexo masculino y en condición de pobreza reciben más prácticas punitivas, y que el ordenamiento académico es utilizado ampliamente en las escuelas chilenas, con mayor frecuencia en escuelas que solo imparten enseñanza secundaria. El uso de prácticas punitivas es más frecuente en aquellos colegios que ordenan académicamente. Se discute las implicancias de la sobre-representación de estas prácticas para los fenómenos de segregación educativa.

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“…In 2013, students attending via PIE represented 6.4% of the population of regular schools in Chile. (MINEDUC 2015, Contreras et al 2018 While the take-up rate of schools is very high, over 54%, there is a concern that the voluntary nature of the program may encourage schools to focus in areas of expertise rather than student needs.…”

Section: Box 3 the Case Of Chilementioning

confidence: 99%

Education for All: Advancing Disability Inclusion in Latin America and the Caribbean

Hincapié¹,

Duryea²,

Hincapié³

2019

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The effect of the integration of students with special educational needs: Evidence from Chile

Cited by 17 publications

References 21 publications

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas

Education for All: Advancing Disability Inclusion in Latin America and the Caribbean

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