Resumen

INOSTROZA INOSTROZA, Fabián Andrés. Translations of Special Education Teachers Around School Inclusion Policies in the Chilean Educational Market. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.12, n.24, e056.  Epub 15-Ago-2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i24.1219.

Since the civic-military dictatorship, the Chilean school system has been regulated as an educational market, which has increased the exclusion of the student body, an aspect that recently has been tried to reverse through inclusion policies, implemented mainly by special education teachers. The objective of this research is to know the translations that differential educators produce regarding these policies. Among the findings, an ambivalent assessment of the policy is detected, since although they highlight the increase in resources directed to Special Education, they criticize the fact that inclusion is regulated through subsidies, secondly, they state that the Inclusion laws reinforce a clinical look at the diversity of the students and, finally, the teachers detect that these laws generate practices of exclusion of students according to their academic performance in standardized tests.

Palabras llave : special education teachers; educational inclusion; school market; educational policies; Chilean educational system.

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