La hibridez del modelo de evaluación psicopedagógica en las políticas de Educación Especial en Chile

Abstract

In the last decades, Chile has been searching for greater inclusion in the educational system. This study analyzes the implementation of the psycho-pedagogical evaluation model in Special Education policies in Chile since the enactment of Decree 170 of the Ministry of Education, aiming to identify the tensions between educational policy and the phenomena of school inclusion-exclusion affecting the population with Special Educational Needs (SEN) and Disability to disentangle its mechanisms. The methodology, of qualitative approach, descriptive scope and case study, applies focus group techniques and in-depth interviews to professionals of schools with school integration programs (PIE) belonging to the municipal education administration of Puerto Montt (Chile). The main results show the hybridization between the inclusive paradigm and the access mechanisms proposed in this decree, showing a gap between the policy's definition and the actions carried out for the fulfillment of these objectives. It is discussed the need to redefine the educational policy in this field, creating an inclusive educational structure that goes beyond the existence of a targeted program for a specific population.