Concepciones docentes para responder a la diversidad: ¿Barreras o recursos para la inclusión educativa?

Abstract

Educational policies that seek to address diversity have regulated new ways in how teachers must provide the supports for learning and participation. Nevertheless, this reorganization has not necessarily been accompanied by changes in practices and conceptions of teachers. In order to identify and analyze these conceptions, twelve episodic interviews to pairs of general education teachers and special education teachers were conducted. These practitioners work together on the School Integration Program in four public schools of Metropolitan Area of Santiago. In this research we identified three profiles that we call: individual, dilemmatic and interactive perspectives. Although the individual perspective is the most rooted and largely a barrier to inclusion; the interactive perspective committed teachers to reduce or eliminate barriers to learning and participation, and the dilemmatic perspective raises questions from reflection on practice and professional development.