Actions for the promotion of educational inclusion of deaf students in Chile

Sexual harassment by peers in Chilean schools

This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers’ initial training in Chile is responding to inclusive education policy regulations, we describe and analyze discourses about training regarding special education and inclusive policies. Drawing on interviews with directors, graduates and teachers we underline significant dimensions of emergency and change in special education teaching careers regarding collaborative work within regular schools; influence of policy regulations such as School Integration Programs; strategies for diversification of teaching and evaluation; and resources or technologies for special education. Our conclusions address recommendations for teachers' training, distinctions between regular teachers and special education teachers' roles, and major attention to co‐teaching strategies.

This paper examines the evolving landscape of inclusive education in Ecuador, focusing on the challenges faced by special education (SEN) teachers, especially in the Santa Elena region. Ecuador's Ministry of Education has adopted inclusive education policies to support students with various physical, cognitive, and socioemotional needs. However, SEN teachers encounter substantial challenges, such as managing classrooms with diverse disabilities, limited institutional support, non-instructional responsibilities, and lack of public recognition. These obstacles contribute to high stress and burnout rates, with many SEN teachers leaving the profession within a decade, leading to a shortage of qualified professionals and diminished quality of SEN programs. The study used a quantitative approach, surveying 11 SEN teachers to identify the primary challenges they face. Key findings highlight widespread misconceptions about SEN teaching, insufficient support from parents and colleagues, and the difficulty of balancing instructional and non-instructional tasks. Teachers reported difficulties handling multiple disabilities and maintaining inclusive environments, often without adequate resources or professional development. This initial analysis emphasizes the need for targeted support systems, including specialized resources and structured professional development, to alleviate the burdens on SEN teachers. By addressing these challenges, policymakers can enhance educational inclusivity and improve the learning environment for students with special needs. This study serves as a foundation for further research and policy recommendations aimed at fostering a more supportive, inclusive community in Santa Elena.

This study investigated inclusion and equity policies in basic education, seeking to understand how these policies are structured and what impacts they have on pedagogical practice. The problem addressed was: what are the main challenges and effects of inclusion and equity policies in education? The general objective was to analyze how these policies are implemented and their implications for the educational environment. The methodology used was a bibliographic review of the main references in the area, covering legislation, programs, challenges and inclusive pedagogical practices. The main laws and guidelines that guide inclusion policies were examined, as well as the specific programs implemented to promote equity. In addition, challenges related to regional and socioeconomic inequalities, teacher training and the availability of educational resources were identified. The results showed that, although inclusion and equity policies have advanced, there are still significant challenges in their implementation. Successful pedagogical practices include diversified methodologies and the use of assistive technologies, but the effectiveness of these practices is limited by the lack of resources and adequate teacher training. The final considerations highlighted the need to improve teacher training and school infrastructure to ensure effective implementation of policies and suggested continued research to broaden understanding and develop new strategies for inclusion and equity in basic education.

This study aims to identify how to learn sign language by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in Melaka. In addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. The instrument that is used in this study is a questionnaire. The respondents contain 50 deaf students and 10 special education teacher of the deaf. Research instrument contains 4 main parts: demographic, the level of mastery of sign language, way to learn sign language and the challenges and obstacles encountered during the study of sign language. Research findings are analyzed using Statistical Package for the Social Science (SPSS) version 22.0 involving the use of descriptive statistics such as frequency, percentage and mean. Research findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. They completely use (KTBM) Kode Tangan Bahasa Melayu (Hand Code of Malay Language) in their daily teaching and communication. In addition, the way to learn sign language for deaf student is through the book while special education teachers also learn it through colleagues. The research also found that challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. It is suggested that reference materials such as book and ICT are augmented in all integration program and special education of the deaf

Topic of Interest: Full Inclusion ations, it remains for parents, school personnel, and as they become older, deaf students themselves, to decide together what constitutes the least restrictive environment. For many, inclusion is likely to be the option of choice. Human Resources and Full Inclusion in the Education of Students Who Are Deaf Stephanie Polowe-Aldersley President Monroe County (NY) School Boards Association I have been invited to share some thoughts on full inclusion as a school board official. I should add that I am also a teacher and a past president of the Convention of American Instructors of the Deaf, and these no doubt contribute to my views on full inclusion . Our primary concern regarding educational placement must be the best interests of the child. Nevertheless , school officials must also confront another reality - human resources . And when we think of human resources as applied to the education of deaf students, we must consider their quality, availability, and cost. Permit me to discuss each of these in the context of full inclusion of deaf students. Quality. In the past, in self-contained settings such as schools for the deaf, the evaluation of professionals working with deaf students has been quite feasible. If a teacher couldn't communicate with her or his deaf students, we knew it, and we knew where to find that teacher additional training. But with the proliferation of single-student placements, there is often no one in the immediate environment who can make an informed assessment of competence. The ability of administrators and colleagues in the neighbourhood "inclusion" school to evaluate and mentor the "deafness professional" is often in question. Instead, it becomes easy to attribute a deaf student's failure to that student's alleged inadequacies. Worse yet is the assumption that any generic special education teacher can be an effective teacher of the deaf. The Council for Exceptional Children (CEC), having initially embraced full inclusion as a philosophy, is now receiving indications from members that they don't consider themselves qualified to serve deaf students. Combine these problems with an isolated deaf child's unwillingness to be singled out for special treatment, and parents' unfamiliarity with the quality of services they should be demanding , and we have a recipe for academic disaster. Full inclusion is a policy that leaves the quality of the setting to the good will of the people involved. Many will set high standards , but let's not fool ourselves into thinking that the policy itself encourages a standard. Availability. When we think of human resources, we must also consider their availability. Qualified teachers of the deaf are difficult to identify. Membership in the Convention of American Instructors of the Deaf (CAID) has shrunk over the past decade from a high of 12,000 members to its present size of 1,200. In a 1993 survey of the organization's inactive members, the most common reason given for leaving CAID was "leaving the field". There are about 1,500 teachers who belong to the CECs special interest group concerned with communication disorders, but not all are teachers of the deaf. Many teach generic special education classes which include deaf students. Inclusion settings are particularly hostile to teachers of the deaf who are themselves deaf. Policies of inclusion have all but wiped out the field's modest gains in hiring teachers who are deaf role models or models for minority deaf students. These professionals still work primarily in selfcontained settings. There are always teachers who are willing to give teaching a deaf student in an inclusion setting a try, and they may do a good job, but this is not because we have a system in place to ensure the availability of qualified personnel. Also related to availability is burnout . The practice of using teachers in itinerant settings isolates them. Itinerant teachers have their offices in their cars. They don't get to know their students or colleagues well, and they have to be young, strong, and resilient . We see a great deal of careerswitching within this group. Yet because of the proliferation of single-student placements, i.e., inclusion , school districts now employ more professionals than ever. In our local Board of...

This study aims to assess the level of knowledge and skills of Special Education teachers in the use of Malaysian Sign Language (BIM) for the teaching of deaf students in Malaysia. This quantitative study used a descriptive survey design involving 59 Special Education teachers from schools in Selangor, Kuala Lumpur, Putrajaya, Negeri Sembilan, Melaka, and Johor. Data is collected through a questionnaire that consists of three sections: profile information, knowledge, and skills. The analysis shows that the knowledge level of Special Education teachers is at a moderately high level (mean = 3.93), while the skill level in the use of BIM is also moderately high (mean = 3.49). Special Education teachers have a strong knowledge of the importance of sign language; however it requires an increase in understanding of BIM and awareness of its use in schools. Proficiency in the use of BIM shows variation with recommendations to improve certain aspects such as the way of communication in BIM. This study recommends that Special Education teachers undergo BIM translation courses and skills assessment tests before teaching deaf students. In addition, the introduction of the Bilingualism-Bicultural (BiBi) education model and the recognition of BIM as the main language of the deaf in Malaysia are recommended to improve the quality of teaching and learning.

Special Education (SpEd) teachers are responsible for addressing the educational needs of learners with disabilities. This includes developing skills in areas like communication, social interaction, physical abilities, and life adaptation, while ensuring the learners ‘overall well-being through professional and attentive care. Due to high turnover rate, the study explored the support systems of the SpEd teachers in relation to their retention and job satisfaction. The support systems include administrative, colleagues, and parents/stakeholders’ support. The study employed a mixed-method research design to collect the data. The researcher utilized a teacher-made test that was proven to have content validity. The researcher used purposive sampling to select 30 SpEd teachers, consisting three males and 27 females, who had been working with learners with disabilities for more than two (2) years during the school year 2023-2024 in the Division of Misamis Oriental, Philippines. The study revealed that administrators’ support, colleagues’ support, and stakeholders’ support had a moderate correlation with retention and job satisfaction. Despite facing limited support, many special education teachers remain in their roles and experience job satisfaction due to a strong dedication to their learners, intrinsic rewards, and the positive connections they build with their learners. The three support systems yielded satisfactory results, but the weakest support systems came from stakeholders, suggesting that special education learners face limited opportunities to earn a living due to various limitations. Continuous vocational training and inclusive policies can help these learners enter the workforce, supporting both teacher retention and job satisfaction while encouraging future policies for a more inclusive community.

This article analyses the role of school in different forms of expected political participation of 8th grade students in Chile. The massive students’ public demonstrations in Chile in the last ten years and the low rate of young voters’ turnout in elections have raised the question about young people’s preparation to participate as citizens in society. The results show that students’ civic and political background has the greatest influence in political participation, while the influence of school is mainly related to school governance and teacher practices. This discussion focused on the challenges that these results could mean for schools in Chile.

<p><em>Abstract</em> <strong>Context and relevance.</strong> A well-balanced inclusive education policy, which does not imply dismantling the system of special education for children with developmental disabilities, but rather constructing its complementary interaction with the general education system, brings to the forefront the issue of forming a professional-personal foundation for such interaction. This foundation is closely related to the inclusive dispositions of teachers in both general and special education, which act as personal-meaningful premises for their collaboration. However, there is currently a lack of comparative empirical data characterizing these dispositions. <strong>Objective.</strong> The objective of this study was to conduct a comparative analysis of the inclusive dispositions of teachers in general and special education institutions. <strong>Hypothesis.</strong> The study was based on the hypothesis that both similarities and differences exist in the hierarchy of inclusive dispositions and their interrelation with other professional-personal and socio-professional characteristics of teachers working in general and special education systems. <strong>Methods and materials.</strong> The study involved 2106 teachers from 44 regions of Russia, including 758 teachers from general education schools and 1348 teachers from special schools. The following instruments were used for diagnostics: an original method for self-identification of a teacher’s inclusive dispositions, the Wilczenski Scale for measuring attitudes toward inclusive education in an adapted Russian-language version, and an original express scale for assessing psychological readiness for inclusive education. <strong>Results.</strong> The hierarchy of inclusive dispositions and their correlational patterns reveal a complex interplay of general and specific features among teachers from different types of educational institutions. Notably, the status of teachers in special education institutions appears ambivalent: they exhibit more pronounced negative inclusive dispositions but demonstrate a higher level of inclusive readiness. <strong>Conclusions. </strong>The teaching community exhibits heterogeneity in terms of inclusive dispositions, indicating an underdeveloped cohesive personal-meaningful core within the inclusive educational environment.</p>

Drawing on Sen’s notion of social justice in the Capability Approach, this paper examines the experiences of a group of novice teachers from English teacher education programmes working in marginalised schools in Chile. Through open-ended surveys and interviews, I investigated how new teachers navigate their first teaching years in contexts of educational vulnerability, how they perceive their teacher education programs and preparation to work in such school contexts, and how they balance the interplay between unfreedoms and the exercise of freedoms to teach students at social risk. The findings reveal the impact of contextless English teacher education programs and how these trigger future teacher motivation to develop a deeper understanding of educational vulnerability and their freedom to move away from language teaching issues to accommodate their teaching based on their care and commitment to their students. This paper closes by making a call for the importance of a grassroots approach in the development of English teacher education programs designed with members of marginalised communities.

Since the year 1992, in Uberlândia city has offered a specialized care for deaf students in mainstream education. Historically, this concern was not always present in the school. Despite the advances made, after two decades of experience, no one knows for sure if the health professionals in this network are adequately trained and if these students are indeed included. With regard to the teaching of Geography, studies and surveys are still incomplete. In this sense, this paper aims to analyze the teaching of Geography to deaf elementary school students (6th to 9th grade) in public schools in Uberlândia / MG. Met up the process of inclusion of these students and identified the concepts and pedagogical practices of teachers of Geography, Teacher Support Services Educational Specialist (ESA) and interpreters Libras. We used a qualitative research through two kinds of data collection: a semi-structured interview and observation. We sought to know, in particular, the training of professionals who work with deaf students, methodologies and teaching materials Geography used, the efficiency of the visuals, the support offered to the improvement of the teaching practice of teachers of Geography, so the demands for deaf students have greater academic success. The survey found that most teachers of Geography is not qualified to teach classes for deaf students. These teachers do not make use of Libras and have full dependence of the interpreter so that there is communication with deaf students. The ratio of teachers with teachers of Geography of the ESA is also deficient. There is a need to create moments where these professionals can dialogue and build together alternatives to improve the education of deaf students. These barriers hinder the realization of significant pedagogical practices to the educational process of deaf students and also end up restricting their participation in society. It was concluded that the most urgent current demands for school inclusion of deaf students are: teacher training, including learning the Libras; rapprochement between the ESA and the teachers of the regular classroom, the constant presence of the interpreter Libras and enabled, in the classroom, just as the research and use of methodologies and teaching materials Geography significant for these students. Teaching Geography applicant must be pedagogical practices based on visualization because the visuals facilitate student learning deaf and can bridge the gap between everyday and scientific knowledge. The technological artifacts, the Internet, the concept maps, the use of images, maps and models, as well as the realization of Field Work are promising.

This research deals with the pedagogical music practice mediated by the sign language interpreter in an inclusive context for music teaching with deaf students. The research aimed at understanding how such pedagogical music practice was undertaken within a specialist music school in Uberlândia MG, the State Conservatory of Music Cora Pavan Capparelli. The more specific aims involved understanding the educational reality of this inclusive musicalization process, verifying the teaching-learning relations established by the teachers, the deaf students and the sign language interpreter in the classroom; thus, it was finding out different perceptions of the teachers in relation to the deaf students included in the music lesson. The interview with the sign language interpreter attempted to understand her perception on the pedagogical practice of the music teachers. In such context, it was possible to identify inherent challenges/problems from the process of teaching music for deaf students in a specialist music school. The reseach study adopted a qualitative approach. The method employed was a case study and the procedures for data collection were based on semi-structured interviews and observations. The theoretical framework was underpinned by the following authors: Tardiff (teaching skills), Ann Darrow (methodological adaptation for music teaching for deaf students) and Evelyn Glennie (the individual deaf and music). The results suggest that there are inherent in the triad teacher - sign language interpreter - deaf student, pedagogical challenges to be overcome by the teachers without a consistent formation/training in the inclusive musicalization lessons, and issues involving to the implementation of laws that underpin this music teaching modality in the Conservatory.

Deaf students often face significant challenges in language learning, resulting in reading literacy levels that consistently lag behind those of their hearing peers, creating barriers to quality education. To address this issue, this study implemented a digital storytelling project in which teachers and deaf students collaboratively crafted storybooks that are deeply rooted in their identities and lived experiences within the school community. This approach makes the storybooks both engaging and meaningful, ensuring that all teachers and deaf students feel included and valued in the storytelling process. Additionally, artificial intelligence (AI) was integrated as a collaborative tool, enriching the storytelling process with innovative resources and support for both teachers and deaf students. Findings from the study indicate significant improvements in deaf students’ reading literacy and engagement, as well as in teachers’ pedagogical practices. Thus, this study proposes a replicable framework for creating digital storytelling project by blending teacher–student creativity and AI support, fostering literacy and cultivating a reading culture in schools. By emphasizing identity-driven narratives, the project bridges the gap in reading literacy outcomes, offering a practical and inclusive approach to deaf education.

This study aims to assess the convergences and divergences of Special Education and Social Education in a school context, seeking to investigate the relationship between these two domains in a school context and understand how Higher Social Education Technicians (TSES) and teachers of Special Education perceive these relationships in the work they develop with students. A sample composed of seven Special Education teachers and seven Higher Social Education Technicians (TSES) from different geographical areas of Portugal was studied. As a data collection instrument, we used the questionnaire and semi-structured interview. The results obtained made it possible to sustain the relationship and complementarity between Special Education and Social Education, looking at the student as a whole, considering the educational, social, personal, cultural and psychological dimensions.