Resumo

GARCIA, Rosalba Maria Cardoso  e  LOPEZ, Verónica. Education Policies in Chile (2005 - 2015): Continuities and Changes. Rev. bras. educ. espec. [online]. 2019, vol.25, n.1, pp.1-16.  Epub 02-Jan-2019. ISSN 1980-5470.  https://doi.org/10.1590/s1413-65382519000100001.

Our objective in this paper is to present the Special Education policy in Chile, to discuss the conceptual changes from the perspective of inclusive education, to demonstrate the school organization through the School Integration Program (SIP). For the development of this discussion, we worked with documentary analysis that was based on identifying ideas and concepts present in the political discourse. The examination of the national documentation focused specifically on the perceived changes in the Chilean Special Education policy over a period of ten years (2005-2015). In Chile, inclusive education was disseminated through enrollment in Basic and Middle Education, with a deepening of the processes of privatization of education. Special Education maintains the specific knowledge of its teachers and the students’ own needs. New curricular references refer to the universal design of learning associated with the national curriculum, with individualized plans when “necessary”. On the other hand, private management of Special Education is maintained through non-public and non-regular institutions. The term “students with special educational needs” is also maintained, related to the definition of the beneficiary group of the policies, with the “transient” and “permanent” details, with a tendency for more transients in regular schools and the permanent ones in special schools.

Palavras-chave : Special Education; Education Policy; Chile.

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