Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students
Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structu...
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| Published in: | Frontiers in psychology Vol. 15; p. 1356642 |
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| Main Authors: | , , , , , , |
| Format: | Journal Article |
| Language: | English |
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20-06-2024
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| Abstract | Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level. |
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| AbstractList | Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level. Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level. |
| Author | Pozo-Tapia, Francisca Vidal, Veronica Gómez Zaccarelli, Florencia Melo, Carolina Mendive, Susana Wachholtz, Daniela Narea, Marigen |
| AuthorAffiliation | 4 Center for the Study of Policies and Practices in Education (CEPPE UC) , Santiago , Chile 2 Departamento de Epidemiología y Estudios en Salud, Universidad de los Andes , Santiago , Chile 5 Departamento de Fonoaudiología, Pontificia Universidad Católica de Chile , Santiago , Chile 6 Escuela de Psicología, Pontificia Universidad Católica de Chile , Santiago , Chile 8 Escuela de Terapia Ocupacional, Universidad de los Andes , Santiago , Chile 9 School of Education, Universidad de los Andes , Santiago , Chile 7 Centro de Estudios Avanzados en Justicia Educacional (CJE) , Santiago , Chile 1 Escuela de Fonoaudiología, Universidad de los Andes , Santiago , Chile 3 Facultad de Educación, Pontificia Universidad Católica de Chile , Santiago , Chile |
| AuthorAffiliation_xml | – name: 2 Departamento de Epidemiología y Estudios en Salud, Universidad de los Andes , Santiago , Chile – name: 9 School of Education, Universidad de los Andes , Santiago , Chile – name: 6 Escuela de Psicología, Pontificia Universidad Católica de Chile , Santiago , Chile – name: 5 Departamento de Fonoaudiología, Pontificia Universidad Católica de Chile , Santiago , Chile – name: 8 Escuela de Terapia Ocupacional, Universidad de los Andes , Santiago , Chile – name: 7 Centro de Estudios Avanzados en Justicia Educacional (CJE) , Santiago , Chile – name: 4 Center for the Study of Policies and Practices in Education (CEPPE UC) , Santiago , Chile – name: 1 Escuela de Fonoaudiología, Universidad de los Andes , Santiago , Chile – name: 3 Facultad de Educación, Pontificia Universidad Católica de Chile , Santiago , Chile |
| Author_xml | – sequence: 1 givenname: Veronica surname: Vidal fullname: Vidal, Veronica organization: Departamento de Epidemiología y Estudios en Salud, Universidad de los Andes, Santiago, Chile – sequence: 2 givenname: Susana surname: Mendive fullname: Mendive, Susana organization: Center for the Study of Policies and Practices in Education (CEPPE UC), Santiago, Chile – sequence: 3 givenname: Florencia surname: Gómez Zaccarelli fullname: Gómez Zaccarelli, Florencia organization: Center for the Study of Policies and Practices in Education (CEPPE UC), Santiago, Chile – sequence: 4 givenname: Francisca surname: Pozo-Tapia fullname: Pozo-Tapia, Francisca organization: Departamento de Fonoaudiología, Pontificia Universidad Católica de Chile, Santiago, Chile – sequence: 5 givenname: Marigen surname: Narea fullname: Narea, Marigen organization: Centro de Estudios Avanzados en Justicia Educacional (CJE), Santiago, Chile – sequence: 6 givenname: Daniela surname: Wachholtz fullname: Wachholtz, Daniela organization: Escuela de Terapia Ocupacional, Universidad de los Andes, Santiago, Chile – sequence: 7 givenname: Carolina surname: Melo fullname: Melo, Carolina organization: School of Education, Universidad de los Andes, Santiago, Chile |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/38966746$$D View this record in MEDLINE/PubMed |
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| Copyright | Copyright © 2024 Vidal, Mendive, Gómez Zaccarelli, Pozo-Tapia, Narea, Wachholtz and Melo. Copyright © 2024 Vidal, Mendive, Gómez Zaccarelli, Pozo-Tapia, Narea, Wachholtz and Melo. 2024 Vidal, Mendive, Gómez Zaccarelli, Pozo-Tapia, Narea, Wachholtz and Melo |
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| Keywords | Chile inclusive education cross-sectoral collaboration school diverse students |
| Language | English |
| License | Copyright © 2024 Vidal, Mendive, Gómez Zaccarelli, Pozo-Tapia, Narea, Wachholtz and Melo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Title | Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students |
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