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, R., Staig, J., Lazcano, G., Palacios, R., Espinoza, V., Aro, M., & Imbernón, C. (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. https://doi.org/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: https://doi.org/10.4067/S0718-73782019000200057
Publication open access: Openly available
Publication channel open access: 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