Special Education in Latin America: Experiences and Issues

By Alfredo J. Artiles; Daniel P. Hallahan | Go to book overview

to be able to accept these children. Second, it is necessary to generate changes and adaptations in the classroom that allow disabled children to benefit from integration, both socially and academically. To this end, we have argued that individual educational programs, resource rooms, and tutoring programs are positive for all children who progress in the affective and cognitive areas, and at the same time, provide assistance to teachers, who are usually overburdened.

We must stress that children's integration requires cooperation from different professionals and, therefore, a redefinition of roles. It is necessary to integrate experts into the regular system to support the process and to provide the necessary tools to teachers and children with disabilities. In so doing, the specialist may become a consultant and act as a resource to support changes within the school context, promoting the improvement of educational quality for the entire classroom.


NOTE
1.
The principle of educability states that all people can learn and have a potential that can be developed.

REFERENCES

Ahumada H. ( 1990). Planeamiento de la integración [ Planning integration]. In P. Araneda & H. Ahumada (Eds.), Integración o segregación? [ Integration or segregation?]. Santiago, Chile: Interamericana.

Allport G. ( 1962). La naturaleza del prejuicio [ The nature of prejudice]. Buenos Aires, Argentina: Universitaria.

Arón A. M. ( 1991). Un modelo de salud comunitaria en Chile [ A model of community health in Chile]. Primeras Jornadas de Medicina y Ciencias Sociales, 1, 89-99.

Arón A. M., & Milicic N. ( 1993) Vivir con otros: Programa de desarrollo de Las habilidades sociales. Santiago, Chile: Editorial Universaria.

Berdichewski O., & Milicic N. ( 1979) Manual de la prueba de funciones basicas. Santiago, Chile: Editorial Galdoc.

Bravo L. ( 1977). La educación especial en Chile [ Special education in Chile]. Revista de Educación, 64, 21-24.

Chandler T. A. ( 1975). "Locus of control: A proposal for change psychology in the school". Journal of Educational Psychology, 12(3), 33-39.

Chile. Ministerio de Educación. ( 1990). Cifras estadísticas [ Statistical figures]. Santiago, Chile: División de Planificación y Presupuesto, Ministerio de Educación.

Condemarín M., & Blonquist M. ( 1973). La dislexia: Manual de lectura correctiva. Santiago, Chile: Editorial Universitaria.

De la L. Barra ( 1986). Latin America-Chile. International Child Mental Health- World Psychiatric Association Newsletter, 1, 13-14.

De S. Schazer ( 1987). Pautas de terapia familiar breve: Un enfoque ecosistémico. Buenos Aires, Argentina: Paidos.

-187-

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