Vol. 16 No. 1 (2022): The Challenges of Inclusive Education in Virtual Learning Environments in the Framework of the Covid-19 Pandemic

Thematic section coordinators: Sylvia Contreras Salinas and Fiorella Zecchetto

Published: 2022-01-15

Full Issue

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Editorial

• Gathering Student Voices to Promote Inclusion

  Cynthia Duk, F. Javier Murillo

  11-13

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  DOI: https://doi.org/10.4067/S0718-73782022000100011

Sección Temática

• Presentation: The Challenges of Inclusive Education in Virtual Learning Environments in the Framework of the Covid-19 Pandemic

  Sylvia Contreras Salinas, Fiorella Zecchetto Arata

  17-20

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  DOI: https://doi.org/10.4067/S0718-73782022000100017

• COVID-19 Health Emergency and Inclusive Higher Education: Experience of College Students with Disabilities

  Michelle Lapierre, Daniel Rodríguez Marconi, Martín Hernández Osses

  21-40

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  DOI: https://doi.org/10.4067/S0718-73782022000100021

• Myths about Inclusive Education and the Pandemic: An Approach in Continuous Training: Barriers and Opportunities for Teaching?

  María Alejandra Domínguez

  59-73

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  DOI: https://doi.org/10.4067/S0718-73782022000100059

• Inclusive Childhood Education in a Period of Covid-19 Pandemic: Families' Perceptions

  Rosa Roa González, Nidia Quiroga González, Alexis Araya Cortés

  75-90

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  DOI: https://doi.org/10.4067/S0718-73782022000100075

Temática Libre

• Written Composition in Deaf High School Students. A Study from a Bilingual Education and Process Approach to Writhing

  Paulina Cortés Villarroel, Tatiana Cisternas León

  93-111

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  DOI: https://doi.org/10.4067/S0718-73782022000100093

• Teachers' Social Representations on Educational Evaluation in Chile, Contribution or Barrier for the School Inclusion Process?

  Carola Román, Natasha Uribe

  113-130

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  DOI: https://doi.org/10.4067/S0718-73782022000100113

• Beliefs and Conceptions about Co-Teaching with Special Education Teachers by Pre-Service Mathematics Teachers

  Rocío Díaz, Antonieta Droguett, Camila Huentecura, Millaray Muñoz, Juan Luis Piñeiro

  131-147

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  DOI: https://doi.org/10.4067/S0718-73782022000100131

• Educative Potential: Analyzing Practices of Chilean Public Schools from an Inclusive Lens

  Giselle Melo-Letelier, Gerardo Godoy-Echiburú, Dominique Manghi H.

  149-167

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  DOI: https://doi.org/10.4067/S0718-73782022000100149