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espanolEn Chile a partir del ano 1990 se establecio un curriculum paralelo para estudiantes que asisten a escuelas diferenciales en funcion del “tipo de discapacidad”. Recientemente, desde el Ministerio de Educacion se ha impulsado una politica educativa (Decreto No83/2015) que promueve el acceso de todos los estudiantes al curriculum nacional por medio de la diversificacion de la ensenanza. Con el proposito de explorar las percepciones de profesores y equipos directivos de escuelas especiales frente a este cambio curricular, se llevo a cabo un estudio cualitativo por medio de entrevistas semi-estructuradas con nueve profesores. Los resultados sugieren que la implementacion del curriculum nacional y la diversificacion de la ensenanza sera un desafio y oportunidad de aprendizaje profesional docente. Se identifican barreras como la formacion inicial de los educadores diferenciales, la incertidumbre frente al cambio organizacional de las escuelas y el escaso tiempo para disenar e implementar procesos de aprendizaje a partir de una ensenanza diversificada. EnglishStarting in 1990, in Chile, a parallel curriculum was established for students attending different schools according to the "type of disability" presented. Recently, the Ministry of Education has promoted a reform (Decree No. 83/2015) that promotes the access of all students to the national curriculum through diverse forms of teaching. In order to explore the perceptions of special education teachers and school principals at the verge of this curricular change, a qualitative study was carried out through semi-structured interviews with nine teachers. The results suggest that the implementation of the national curriculum and the diversification of teaching will be a challenge and an opportunity for professional teacher training. The study identifies barriers such as the initial formation of special education teachers, uncertainty regarding the organizational change of schools and the limited time to design and implement learning processes based on a diversified teaching model.

revista latinoamericana de educación inclusiva

Acceso al Currículum Nacional para Todos: Oportunidades y Desafíos de los Procesos de Diversificación de la Enseñanza en Escuelas Diferenciales Chilenas