<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000300171</article-id>
<article-id pub-id-type="doi">10.17227/rce.num86-12450</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Necesidades educativas especiales en contextos vulnerables: incidencia de la convivencia escolar sobre el desempeño académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Special Educational Needs in Vulnerable Contexts: Incidence of School Coexistence on Academic Performance]]></article-title>
<article-title xml:lang="pt"><![CDATA[Necessidades educacionais especiais em contextos vulneráveis: o impacto da coexistência escolar no desempenho académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerda-Etchepare]]></surname>
<given-names><![CDATA[Gamal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Wilson]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano-Díaz]]></surname>
<given-names><![CDATA[Noemí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aragón-Mendizabal]]></surname>
<given-names><![CDATA[Estívaliz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Pau et des Pays de l&#8217;Adour  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cádiz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Cádiz  ]]></institution>
<addr-line><![CDATA[Cádiz ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>86</numero>
<fpage>171</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000300171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000300171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000300171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, se presentan los resultados de investigación, referidos a la percepción de un grupo de estudiantes chilenos de educación secundaria sobre la convivencia escolar, los cuales son pertenecientes a establecimientos de alta vulnerabilidad. Este ejercicio se desarrolló comparando la percepción de aquellos que presentan necesidades educativas especiales de tipo transitorio (n = 47) y permanente (n = 24), respecto de aquellos con desarrollo típico (n = 546). Se analizó entonces, el grado de predictibilidad que podría tener la convivencia escolar percibida respecto de su desempeño académico. Los análisis constatan que los estudiantes con Necesidades Específicas de Apoyo Educativo tienen una percepción más desfavorable en casi todas las dimensiones analizadas. Un análisis de regresión lineal muestra que el 26.2 % de la varianza de su desempeño académico puede ser explicada por las variables incorporadas en el modelo, destacando el rol importante y positivo de la asistencia a clases y el peso negativo de las situaciones de indisciplina percibidas al interior del aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article shows the results of an investigation referred to the perception of Chilean students at school coexistence, belonging to highly vulnerable establishments are presented, comparing the perception of those who present special educational needs of a transitory type (n = 47) and permanent type (n = 24), compared to those with typical development (n = 546). The degree of predictability that the perceived school coexistence could have regarding its academic performance was analyzed. The analyzes confirm that students with Specific Educational Support Needs have a more unfavorable perception in almost all the dimensions analyzed. A linear regression analysis shows that 26.2 % of the variance of their academic performance can be explained by the variables incorporated in the model, highlighting the important and positive role of class attendance and the negative weight of situations of indiscipline perceived when inside the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, apresentam-se os resultados de um estudo de pesquisa sobre a percepção de um grupo de estudantes chilenos do ensino médio sobre a convivência escolar, os quais são pertencentes a escolas altamente vulneráveis. Este exercício desenvolveu-se comparando a percepção daqueles que apresentam necessidades educacionais especiais de natureza transitória (n = 47) e permanente (n = 24) com aqueles com desenvolvimento típico (n = 546). Analisou-se o grau de previsibilidade que a convivência escolar poderia ter com relação ao seu desempenho académico. As análises mostram que os estudantes com necessidades específicas de apoio educacional têm uma percepção mais desfavorável em quase todas as dimensões analisadas. Uma análise de regressão linear mostra que 26,2 % da variação de seu desempenho acadêmico pode ser explicado pelas variáveis incorporadas no modelo, destacando o papel importante e positivo da frequência às aulas e o peso negativo das situações de indisciplina percebidas dentro da sala de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[clima de la clase]]></kwd>
<kwd lng="es"><![CDATA[desfavorecido social]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[classroom climate]]></kwd>
<kwd lng="en"><![CDATA[socially handicapped]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundario]]></kwd>
<kwd lng="pt"><![CDATA[ambiente da turma]]></kwd>
<kwd lng="pt"><![CDATA[deficiente social]]></kwd>
</kwd-group>
</article-meta>
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