Vol. 12 No. 2 (2018): El Desafío de la Formación Inicial del Profesorado para una Educación Inclusiva

Coordinadora sección temática: Constanza Herrera-Seda

Published: 2018-11-01

Editorial

• Inclusive Research for Inclusive Education

  F. Javier Murillo, Cynthia Duk

  11-13

  • PDF (Español (España))

Sección Temática

• Presentation: Initial Teacher Education for Inclusive Education: Challenges, Opportunities and Transformations

  Constanza Herrera-Seda

  17-20

  • PDF (Español (España))

• Educative Practices in Public Education Contexts, Inclusion Beyond Contradictions

  Dominique Manghi, Camila Saavedra, Nicoley Bascuñan

  21-39

  • PDF (Español (España))

• Inclusion, Disability and Teachers: Some Reflections to Rethink Practices (Political-Educational)

  Rodolfo Cruz

  41.57

  • PDF (Español (España))

• Conceptions and Assessment Practices Declared by Teachers as a Response to the Permanent Special Educational Needs

  Mirha Jara Henríquez, Pilar Jara Coatt

  59-77

  • PDF (Español (España))

• Deaf People Reading in Bilingual Contexts in Spanish Speaking Countries

  María Virginia Hael

  79-96

  • PDF (Español (España))

• Disability, Inclusiveness and Higher Education in Ecuador: The Case of Universidad Católica de Santiago de Guayaquil

  Juan Carlos Ocampo

  97-114

  • PDF (Español (España))

• Competences of University Teaching Staff for Attention to Diversity in Higher Education

  Eddy Paz Maldonado

  115-131

  • PDF (Español (España))

• IAttitude to the Inclusion of Pedagogy Students of a Chilean State University

  Pablo Castillo Armijo, Carlos Miranda Carvajal

  133-148

  • PDF (Español (España))

• Teacher Competences to Inclusive Pedagogy. Considerations from Chilean Teacher Educators’ Experiences

  Carolina García González, Constanza Herrera-Seda, Carlos Vanegas Ortega

  149-167

  • PDF (Español (España))