Abstract
In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monsenor Guillermo Carlos Hartl Educational Complex of the Pitrufquen commune, in Chile. It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of Electricity, without the Dual Modality. What is demonstrated by this research is that students achieve comprehensive development with the development of social, generic and technical skills, which will allow each one to face the world of work as a competent and comprehensive person.
Highlights
The recognition of the value of the diversity of the people that make up our society grows more and more, much remains to be done in relation to how to attend to this diversity
A review was made of different sources referring to government policies that have focused their attention on Special Educational Needs in Chile, hereinafter SEN, and made a comparison with the main orientations of international discourse and debate on the subject through a hermeneusis of information reviewed and systematizing of public policies in the field of NEE in Chile
We understand by Special Educational Needs (SEN), the set of pedagogical measures that are put in place to compensate for the difficulties that a student presents when accessing the curriculum that corresponds to him by age
Summary
The recognition of the value of the diversity of the people that make up our society grows more and more, much remains to be done in relation to how to attend to this diversity. This article reports the results of a study that aimed to analyze the evolution of the public policy discourse on Special Educational Needs in Chile from the year 2000 onwards, identifying the main concepts, emphasis and evolution of the political debate. When the systems began to incorporate previously excluded groups of the population, they were generally structured in dual systems, which, recognizing the right of all people to education, established different policies for groups in situations of inequality In this stage of development, based on segregation, special schools emerged, establishments that catered only to students with certain SEN, maintaining the distinctions. Little by little, the approaches and orientations towards inclusion in school began to transform, increasingly incorporating the participation of people, regardless of their characteristics [5]
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