A1 Journal article (refereed)
Qué Podemos Aprender de los Sistemas Educativos de Chile, España y Finlandia en el Marco de la Declaración de Salamanca (2019)
What Can We Learn from Educational Systems of Chile, Spain and Finland in the Framework of Salamanca Statement


Rosas, Ricardo; Staig, James; Lazcano, Guillermo; Palacios, Rosario; Espinoza, Victoria; Aro, Mikko; Imbernón, Candelaria (2019). Qué Podemos Aprender de los Sistemas Educativos de Chile, España y Finlandia en el Marco de la Declaración de Salamanca. Revista latinoamericana de educación inclusiva, 13 (2), 57-74. DOI: 10.4067/S0718-73782019000200057


JYU authors or editors


Publication details

All authors or editors: Rosas, Ricardo; Staig, James; Lazcano, Guillermo; Palacios, Rosario; Espinoza, Victoria; Aro, Mikko; Imbernón, Candelaria

Journal or series: Revista latinoamericana de educación inclusiva

ISSN: 0718-5480

eISSN: 0718-7378

Publication year: 2019

Volume: 13

Issue number: 2

Pages range: 57-74

Publisher: Universidad Central de Chile

Publication country: Chile

Publication language: Spanish; Castilian

DOI: http://doi.org/10.4067/S0718-73782019000200057

Open Access: Publication published in an open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67105


Abstract

This paper compares the Special Education Systems form Chile, Spain and Finland, from the perspective of the unesco Salamanca Statement on Special Education Needs (SEN). The following issues create a dialogue about the agreement reached in 1994: the general context of the educational systems of each country, their epistemological orientation regarding Special Education, the regulatory framework of each system, the procedures to detect and refer children with SEN, and the structure of the diversity services. This paper will cover the main differences between the systems, highlighting the great diversity in the definition of Special Educational Needs and the strategies for the inclusion of sen students into the regular school system. The results of this research show mayor differences on the fulfillment of objectives established by the statement on all three countries covered by the study, Chile being well behind on having a diversity system that can be considered truly inclusive. The challenges that remain for our country are that we do not have an integrated regulatory framework for diversity work; we have very limited technological and human resources for students with SEN, and there is not enough coverage of SEN in the early stages of teacher training.


Keywords: educational systems; special education (upbringing); inclusion; comparative research

Free keywords: inclusive education, Salamanca statement


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1


Last updated on 2020-18-08 at 13:17