Vol. 13 No. 1 (2019): Towards an Inclusive School System: From Policy to Practice

View Vol. 13 No. 1 (2019): Towards an Inclusive School System: From Policy to Practice

Thematic section coordinator: Mónica Luna

Published: 2019-10-15

Full Issue

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Editorial

School Segregation and Meritocracy

Cynthia Duk, F. Javier Murillo

11-13
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DOI: https://doi.org/10.4067/S0718-73782019000100011

Sección Temática

Presentation: Towards an Inclusive School System: From Policies to Practices

Mónica Luna

17-19
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DOI: https://doi.org/10.4067/S0718-73782019000100017
Inclusive Education in El Salvador. A Reflection from the Educational Policies

Cristina Aracely Muñoz Morán

21-36
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DOI: https://doi.org/10.4067/S0718-73782019000100021
Beginning Teachers of Primary Education: Dilemmas, Strategies and Obstacles to Face the Challenges of an Inclusive Education

Tatiana Cisternas León, Amparo Lobos Gormaz

37-53
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DOI: https://doi.org/10.4067/S0718-73782019000100037
Inclusion of Migrant Students in the Region of La Araucanía, Chile: Representations from School Leaders

Omar Aravena Kenigs, Paula Riquelme Bravo, Mª Elena Mellado Hernández, Carolina Villagra Bravo

55-71
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DOI: https://doi.org/10.4067/S0718-73782019000100055
Pedagogical Practices and Social Transformations. Interculturality and Bilingualism in the Deaf Education

Valeria Herrera Fernández, Verónica de la Paz Calderón

73-88
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DOI: https://doi.org/10.4067/S0718-73782019000100073
Instrument Validation to Measure Teachers' Perceptions of Universal Design for Learning

Sergio Sánchez Fuentes, David Jiménez Hernández, Patricia Sancho Requena, Irene Moreno-Medina

89-103
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DOI: https://doi.org/10.4067/S0718-73782019000100089
Difficulties to Gender Mainstreaming at a Higher Education Institution

Alejandra Montes-de-Oca-O’Reilly

105-125
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DOI: https://doi.org/10.4067/S0718-73782019000100105