Vol. 12 No. 2 (2018): The Challenge of Initial Teacher Training for Inclusive Education

Thematic section coordinator: Constanza Herrera-Seda

Published: 2018-11-01

Full Issue

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Editorial

• Inclusive Research for Inclusive Education

  F. Javier Murillo, Cynthia Duk

  11-13

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  DOI: https://doi.org/10.4067/S0718-73782018000200011

Sección Temática

• Presentation: Initial Teacher Education for Inclusive Education: Challenges, Opportunities and Transformations

  Constanza Herrera-Seda

  17-20

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  DOI: https://doi.org/10.4067/S0718-73782018000200017

• Educative Practices in Public Education Contexts, Inclusion Beyond Contradictions

  Dominique Manghi, Camila Saavedra, Nicoley Bascuñan

  21-39

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  DOI: https://doi.org/10.4067/S0718-73782018000200021

• Inclusion, Disability and Teachers: Some Reflections to Rethink Practices (Political-Educational)

  Rodolfo Cruz

  41-57

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  DOI: https://doi.org/10.4067/S0718-73782018000200041

• Conceptions and Assessment Practices Declared by Teachers as a Response to the Permanent Special Educational Needs

  Mirha Jara Henríquez, Pilar Jara Coatt

  59-77

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  DOI: https://doi.org/10.4067/S0718-73782018000200059

• Deaf People Reading in Bilingual Contexts in Spanish Speaking Countries

  María Virginia Hael

  79-96

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  DOI: https://doi.org/10.4067/S0718-73782018000200079

• Disability, Inclusiveness and Higher Education in Ecuador: The Case of Universidad Católica de Santiago de Guayaquil

  Juan Carlos Ocampo

  97-114

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  DOI: https://doi.org/10.4067/S0718-73782018000200097

• Competences of University Teaching Staff for Attention to Diversity in Higher Education

  Eddy Paz Maldonado

  115-131

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  DOI: https://doi.org/10.4067/S0718-73782018000200115

• IAttitude to the Inclusion of Pedagogy Students of a Chilean State University

  Pablo Castillo Armijo, Carlos Miranda Carvajal

  133-148

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  DOI: https://doi.org/10.4067/S0718-73782018000200133