Vol. 15 No. 1 (2021): Results of the Processes of Inclusion of Deaf Students and Blind Students in Regular Education

Thematic section coordinator: Ricardo Rosas

Published: 2021-05-15

Full Issue

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Editorial

• School segregation Begins in Early Childhood Education

  F. Javier Murillo, Cynthia Duk

  11-13

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  DOI: https://doi.org/10.4067/S0718-73782021000100011

Sección Temática

• Presentation: Results of the Processes of Inclusion of Deaf Students and Blind Students in Regular Education

  Ricardo Rosas

  17-19

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  DOI: https://doi.org/10.4067/S0718-73782021000100017

• Inclusion-Exclusion Experiences of a Group of Deaf People Users of the Mexican Sign Language

  Judith Pérez-Castro , Johan Cruz-Cruz

  39-54

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  DOI: https://doi.org/10.4067/S0718-73782021000100039

• Is Educational Inclusion Always Successful? Comparative Results of the Regular and Special System

  Ricardo Rosas, Victoria Espinoza, Elisa Hohlberg, Sanndy Infante

  55-73

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  DOI: https://doi.org/10.4067/S0718-73782021000100055

• Deaf Students’ Inclusion in Chilean Regular Schools: Possibilities and Limitations from an Analysis on Classroom Practices

  Sofia Larrazabal, Rosario Palacios, Victoria Espinoza

  75-93

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  DOI: https://doi.org/10.4067/S0718-73782021000100075

• Socioemotional Problems in Children with Hearing Impairment, Visual Impairment and Typical Development

  Catalina Santa Cruz, Victoria Espinoza, Elisa Hohlberg

  95-116

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  DOI: https://doi.org/10.4067/S0718-73782021000100095

• Analysis of the Academic Participation of Students with Sensory Disabilities in Pontificia Universidad Católica de Chile

  Catalina García, Javier Farías, Daniela Reyes, Andrea Vásquez

  117-137

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  DOI: https://doi.org/10.4067/S0718-73782021000100117

• A Practical Proposal for the Inclusion of Blind Students in a Career of Engineering: A Case Study

  Katherine Palma-Picado, Camila Delgado-Agüero, Tania Moreira-Mora

  139-154

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  DOI: https://doi.org/10.4067/S0718-73782021000100139

Temática Libre

• Inclusive Migration in Chile, an Ongoing Educational Challenge

  David Román Soto

  157-172

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  DOI: https://doi.org/10.4067/S0718-73782021000100157

• Is it Possible to Transform Assessment Practices Through Collaborative Work? An Inclusive Look at Daily Assessment

  Jessica López, Dominique Manghi

  173-187

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  DOI: https://doi.org/10.4067/S0718-73782021000100173

• Making Room for or Getting Involved into? Meanings of Participation among Two Chilean Inclusive Policies

  Claudio Herrera

  189-205

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  DOI: https://doi.org/10.4067/S0718-73782021000100189