Inclusive Education in Latin America and the Caribbean: Exploratory Analysis of the National Reports Presented at the 2008 International Conference on Education

Autor/in	Amadio, Massimo
Titel	Inclusive Education in Latin America and the Caribbean: Exploratory Analysis of the National Reports Presented at the 2008 International Conference on Education
Quelle	In: Prospects: Quarterly Review of Comparative Education, 39 (2009) 3, S.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-009-9114-1
Schlagwörter	Inclusive Schools; Foreign Countries; Content Analysis; Mainstreaming; Legal Responsibility; Educational Policy; Educational Methods; Special Needs Students; Curriculum Development; Educational Indicators; Barriers + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; Inhaltsanalyse; Strafmündigkeit; Politics of education; Bildungspolitik; Educational method; Erziehungsmethode; Sonderpädagogischer Förderbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational indicato; Bildungsindikator
Abstract	This exploratory analysis of inclusive education issues in Latin America and the Caribbean is based on a series of documents produced in the framework of the organization of the 48th session of the International Conference on Education, in particular the National Reports presented at the Conference as well as country reports presented at preparatory meetings. The content analysis of the materials focused on the following topics: (a) the legal and normative framework; (b) the current educational policies; (c) the proposed or adopted approach in terms of inclusive education; (d) the main target groups; (e) inclusive education and the curriculum; (f) the kind of indicators most frequently mentioned; and (g) problems and challenges for inclusive education. One of the main challenges for the countries in the region is the appreciable gap between the stated principles and vision on one side, and the actual practices of inclusive education, on the other. Thus, there is an urgent need to ensure that policies and strategies translate into concrete actions aimed at changing the institutional practices and pedagogical approaches in the school and the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10