Resumen

MELENDEZ-RODRIGUEZ, Lady. Training Trends in Special Education in Ibero-America. Rev. colomb. educ. [online]. 2020, n.79, pp.325-346.  Epub 15-Dic-2020. ISSN 0120-3916.  https://doi.org/10.17227/rce.num79-10351.

This article comprises the text of the Inaugural conference of the II Meeting on Education and Disability. Research Perspectives and Teacher Training, which took place from 6th to 9th November 2018, at the Universidad Pedagógica Nacional in Bogotá, Colombia. It corresponds to a reflection based on a bibliographical and experiential analysis, which attends the purpose of asking about the present and future of training in Special Education, as it constitutes a field of knowledge and teaching action in actual Transition for Ibero-America. Historically, Special Education has been defined in terms of targeted educational attention -specifically- to people with disabilities and special educational needs. That, from the approach of inclusive education, now demand their right to be present, participate and learn with equity and quality, with their peers and in the context of ordinary education. This deserves teachers capable of designing and applying specific educational supports, in attention to a critical, propositive and flexible reading of the context, their demands and relationships. Among the main conclusions of this reflection, it is possible to say that, in Ibero-America, depending on its antecedents, Special Education can be understood as a driving force or obstacle for inclusive education, that each country lives its own level of inclusive education, reflected in the training processes of the teacher of support, which do not necessarily comply with professional profiles unified, neat or duly validated

Palabras clave : special education; knowledge base for teaching; resource room programs; inclusion; teacher qualifications.

        · resumen en Español | Portugués     · texto en Español     · Español ( pdf )