Salamanca 1994-2019: There Is Still a Long Way to Latin America

Autor/in	Marchesi, Álvaro
Titel	Salamanca 1994-2019: There Is Still a Long Way to Latin America
Quelle	In: International Journal of Inclusive Education, 23 (2019) 7-8, S.841-848 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1622803
Schlagwörter	Foreign Countries; Conferences (Gatherings); Special Education; Special Needs Students; Inclusion; Young Children; Educational Quality; Access to Education; Equal Education; Students with Disabilities; Politics of Education; Early Childhood Education; Cultural Awareness; Attitudes toward Disabilities; Educational Improvement; Spain; Brazil; Colombia; Dominican Republic; El Salvador; Uruguay; Costa Rica; Ecuador; Mexico; Panama; Puerto Rico + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Inklusion; Frühe Kindheit; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational policy; Bildungspolitik; Early childhood; Frühkindliche Bildung; Frühpädagogik; Cultural identity; Kulturelle Identität; Teaching improvement; Unterrichtsentwicklung; Spanien; Brasilien; Kolumbien; Dominikanische Republik; Mexiko
Abstract	This article analyses the progresses and challenges in education in Latin America since the Salamanca World Conference on Special Needs Education. The main advances have been in the access to education of a greater number of students derived from a higher public expenditure. The challenges that still exist can be summed up through insufficient educational quality, especially with regard to the situation of teachers and the infrastructure of schools. It's difficult to collect appropriate, rigorous and accurate data for special needs education. The article concludes by pointing out the importance of rebuilding three bridges to move faster in the inclusive process: first, a political bridge to agree on the improvement of the educational budget during the next decade; a social and cultural bridge that supports attitudes of citizens in favour of diversity and inclusion; and finally, an educational bridge with two fundamental pillars: education of infant and young children and training and professional development for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01