Abstract

CORNEJO-VALDERRAMA, Carolina. Educational Response in the Attention to Diversity from the Perspective of Support Professionals. Rev. colomb. educ. [online]. 2017, n.73, pp.77-96. ISSN 0120-3916.  https://doi.org/10.17227/01203916.73rce75.94.

The purpose of this article is to analyze the educational responses in attention to diversity posed by 92 professional support specialists who work in 30 public schools in Chile involved in the School Integration Program. The participants are special education teachers, psychology and pedagogy experts, psychologists, speech therapists, physiotherapists, an educational counselor and a social worker caring for children and young people with special educational needs, in the region of Maule. The research design is quantitative and descriptive, non-experimental and transactional, using the survey technique and data analysis through descriptive statistics and frequencies. The results show that support professionals perceive the context variable positively and recognize a detachment of educational units from external institutions as support centers in the attention to diversity. Furthermore, the findings reveal the difference of paradigms in understanding the diagnoses of students, moving between clinical and educational approaches. However, there is an agreement with the idea that diversity is something positive and enriching, when the school assumes individual differences as its own, and is available to make the curriculum more flexible and to adapt it. It is important to emphasize that when stressing the findings, they do not relate directly to improved learning and decreased students participating in school integration programs.

Keywords : diversity; inclusion; educational response; school integration program; special educational needs.

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