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Adult education in Chile has undergone several changes in recent decades, from its policy to its structure and with it educational practices, in an attempt to guarantee an educational quality standard and become an effective space for inclusion for those people who Seeking to complete their primary or secondary studies. The present investigation, through a qualitative approach oriented from the case study, had as a central purpose to characterize and analyze the inclusive educational practices implemented by special education professionals in an Integrated Adult Education Center in the regular modality at levels of 3 ° and 4th year of secondary education. Through interviews and focus groups, the findings underscore the weakness in the domain of regulations and protocols that allow to guarantee inclusive educational processes. However, teachers direct their efforts towards the flexibility of teaching and the contextualization of learning, pedagogical actions that allow them to ensure inclusive, visible and highly valued educational spaces from the student's perception as it favors meaningful and functional learning.

revista educación las américas

Caracterización de prácticas educativas inclusivas en modalidad regular de educación para personas jóvenes y adultos; un estudio de caso en el segundo nivel de enseñanza media del Centro de Educación Integrada de Adultos de la Comuna San Ramón