Vol. 12 No. 1 (2018): Desafíos y Complejidades en los Procesos de Inclusión

Coordinador sección temática: Rafael Félix Bell Rodríguez

Published: 2018-05-15

Full Issue

PDF (Español (España))

Editorial

The Message of Inclusive Education is Simple, but Putting it into Practice is Complex

Cynthia Duk, F. Javier Murillo

11-13
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DOI: https://doi.org/10.4067/S0718-73782018000100011

Sección Temática

Challenges and Complexities in the Inclusion Processes

Rafael Félix Bell Rodríguez

17-20
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DOI: https://doi.org/10.4067/S0718-73782018000100017
Teacher Training for Inclusive Education. A Challenge from the National University of Education in Ecuador

José Ignacio Herrera, Ángeles Parrilla, Antonia Blanco, Geycell Guevara

21-38
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DOI: https://doi.org/10.4067/S0718-73782018000100021
Estado del Arte sobre Concepciones de la Diversidad en el Contexto Escolar Infantil

Angélica María Barrero, Ana Lucia Rosero

39-55
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DOI: https://doi.org/10.4067/S0718-73782018000100039
Teachers Opening the Closet Door: Narratives of Resistances and Heteronormativity Appropriations in Gay/Lesbian Teachers in Public and Private Schools in Santiago of Chile

Mario Catalán Marshall

57-78
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DOI: https://doi.org/10.4067/S0718-73782018000100057
Who Speaks at School? Who Listens? Relevant Questions from the Reflexive Practice Approach

Margarita Sañudo, Teresa Susinos

79-94
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DOI: https://doi.org/10.4067/S0718-73782018000100079
Pedagogical Practices in the Transition Process towards an Inclusive School. Six Experiences in El Salvador

Cristina Aracely Muñoz Morán

95-110
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DOI: https://doi.org/10.4067/S0718-73782018000100095
The Principle of Inclusion: Similarities and Differences in General and Higher Education in Chile

Juan Pablo Queupil, Francisco Durán del Fierro

111-128
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DOI: https://doi.org/10.4067/S0718-73782018000100111
The Desire to Be the First University Generation. Admission and Graduation in Young People from Popular Sectors

Joaquín Linne

129-147
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DOI: https://doi.org/10.4067/S0718-73782018000100129
Meaning of the Insertion Process into University Life: From the Perspective of Learning as a Social Practice

Lorena Ramírez Casas, José Martín Maturana

149-162
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DOI: https://doi.org/10.4067/S0718-73782018000100149
Diagnostic about the Good Teaching Practice in the Faculty of Accounting and Administration and the Faculty of Law of the Autonomous University of San Luis Potosí

Diana Cecilia Rodríguez Ugalde, Fernando Mendoza Saucedo, Juana María Méndez Pineda

163-179
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DOI: https://doi.org/10.4067/S0718-73782018000100163
Inclusion and Play in Early Childhood

Francisca Cáceres Zúñiga, Maribel Granada Azcárraga, María Pomés Correa

181-198
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DOI: https://doi.org/10.4067/S0718-73782018000100181
The Challenges of Intercultural Education in the 21st Century

Francisco Guzmán Marín

199-2012
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DOI: https://doi.org/10.4067/S0718-73782018000100199
Programming for All? Tools and Accessibility: A Case Study

Natalia Gabriela Monjelat, Marisa A. Cenacchi, Patricia S. San Martín

213-227
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DOI: https://doi.org/10.4067/S0718-73782018000100213

Vol. 12 No. 1 (2018): Desafíos y Complejidades en los Procesos de Inclusión

Full Issue

Editorial

The Message of Inclusive Education is Simple, but Putting it into Practice is Complex

Sección Temática

Challenges and Complexities in the Inclusion Processes

Teacher Training for Inclusive Education. A Challenge from the National University of Education in Ecuador

Estado del Arte sobre Concepciones de la Diversidad en el Contexto Escolar Infantil

Teachers Opening the Closet Door: Narratives of Resistances and Heteronormativity Appropriations in Gay/Lesbian Teachers in Public and Private Schools in Santiago of Chile

Who Speaks at School? Who Listens? Relevant Questions from the Reflexive Practice Approach

Pedagogical Practices in the Transition Process towards an Inclusive School. Six Experiences in El Salvador

The Principle of Inclusion: Similarities and Differences in General and Higher Education in Chile

The Desire to Be the First University Generation. Admission and Graduation in Young People from Popular Sectors

Meaning of the Insertion Process into University Life: From the Perspective of Learning as a Social Practice

Diagnostic about the Good Teaching Practice in the Faculty of Accounting and Administration and the Faculty of Law of the Autonomous University of San Luis Potosí

Inclusion and Play in Early Childhood

The Challenges of Intercultural Education in the 21st Century

Programming for All? Tools and Accessibility: A Case Study

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