Vol. 20 No. 1 (2026)

View Vol. 20 No. 1 (2026)

Published: 2026-07-26

Full Issue

Editorial

Tamed Inclusion

F. Javier Murillo, Cynthia Duk

11-15
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DOI: https://doi.org/10.4067/S0718-73782026000100011

Presentación

Broadening Perspectives on Inclusion in Education

Fiorella Zecchetto Arata

19-23
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DOI: https://doi.org/10.4067/S0718-73782026000200019

Temática Libre

Masculinities in Dispute: Opportunities for Inclusive Education from a Student Perspective

Francisca Cubillos Bórquez, Gabriel Girardin, Iván Alfaro, Martín Retamales, Javier Morales, Dr. Urbina, Dra. López

25-42
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DOI: https://doi.org/10.4067/S0718-73782026000100025
Teaching Behind Bars: A Case Study on Teaching Work with Incarcerated Adults

Maribel Calder´ón Soto, María Paz Faúndez Bastías, Catalina Alejandra Nuñez-Díaz, César Maldonado-Díaz, Denis Makarena Díaz Díaz

43-59
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DOI: https://doi.org/10.4067/S0718-73782026000100043
Innovation in Pedagogical Processes of Inclusive Education, in the Context of Tertiary Education in Uruguay

María Eugenia Rodino Bueno, Diego Daluz Veras, Viviana Linale Mendia, Reisner Ravelo Méndez

61-79
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DOI: https://doi.org/10.4067/S0718-73782026000100061
Academic Progression of Indigenous Students at a University in Southern Chile: A Comparative Analysis

César André Millán Guarda, Jorge Eduardo Soto Cárcamo, Eduard Willian Burgos Berna, Juan Carlos Millaquipay Albarrán

81-100
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DOI: https://doi.org/10.4067/S0718-73782026000100081
A Systematic Review of Pathways of Indigenous Students in Higher Education: Biographical Dimension, Barriers, and Facilitators

Daniela Paz Pérez.Ossa, Denisse Sepúlveda

101-117
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DOI: https://doi.org/10.4067/S0718-73782026000100101
Challenges from Teachers’ Perspectives: Supporting Migrant Students in Educational Institutions

Valentina Castillo Ríos, Samuel Parra Muñoz, Isamar Jara Aguilera, Rolando Poblete Melis

119-136
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DOI: https://doi.org/10.4067/S0718-73782026000100119
Cultural Diversity Inclusion in Technical and Vocational Secondary Education in Northern Chile: A Case Study of Teachers’ and School Leaders’ Perceptions

Katalina Alexandra Moraga Araya, Carlos Mondaca Rojas, Erik Walter Thomann Illanes

137-152
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DOI: https://doi.org/10.4067/S0718-73782026000100137
Conceptions on Inclusive Education of Teachers from Basic Education

Raúl García Olvera, Judith Pérez-Castro

153-169
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DOI: https://doi.org/10.4067/S0718-73782026000100153
Tensions and Proposals in Bilingual Education for Deaf People

Fabiola Otárola Cornejo, Paula Ortúzar Prado, Ronice Müller de Quadros

171-187
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DOI: https://doi.org/10.4067/S0718-73782026000100171
Visual Thinking as an Enhancer for the Education of Deaf Students

Jesús Lara, Karina Muñoz, Francisco Lara, Hans Sporman

189-204
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DOI: https://doi.org/10.4067/S0718-73782026000100189
Between Hegemonic and Inclusive Discourses: A Critical Analysis of Chile’s New Policy on Grade Retention

Claudio Allende, Verónica L´ópez, Guillermo Rivera-Aguilera, Machteld Vandecandelaere

205-226
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DOI: https://doi.org/10.4067/S0718-73782026000100205
A Historical and Conceptual Exploration of Inclusive Education in Argentina

Diego Carmona Gallego, Sabrina Abatilli

227-242
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DOI: https://doi.org/10.4067/S0718-73782026000100227