Special Education and Inclusive Education in Chile: in point of stagnation?

Abstract

Special education (SE) in Chile has had a dynamic evolution, as is the case in many countries. Initially a separate system from common education, it has become a part of it, and its actions affect the different grade levels (MINEDUC, 2009). In the period between 1990 and 2004, it adopted an inclusion perspective that, in my opinion, ceased to develop in 2005. In this work, an interpretation is offered for this turning point, through the analysis of the characteristics of the Chilean educational system, a description of the milestones that have shaped SE in the country -especially in the past 24 years-; an interpretation of these milestones, and a discussion of the upcoming challenges that the country will have to face in this area. The discussion follows the ideas about inclusion in SE proposed by Lani Florian.