Special Language Schools in the Chilean Education System. Is their existence justified?

Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy and Pamela Herrera Díaz
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Katia Alejandra Álvarez Gutiérrez: Universidad de las Américas, Facultad de Educación, Escuela de Educación Diferencial, Carrera de Pedagogía en Educación Diferencial. Viña del Mar, Chile
Damaris Muriel Muñoz Monrroy: Universidad de las Américas, Facultad de Educación, Escuela de Educación Diferencial, Carrera de Pedagogía en Educación Diferencial. Viña del Mar, Chile
Pamela Herrera Díaz: Universidad de las Américas, Facultad de Educación, Escuela de Educación Diferencial, Carrera de Pedagogía en Educación Diferencial. Viña del Mar, Chile

Neurodivergences, 2023, vol. 2, 72

Abstract: Education is dynamic, since it is exposed to constant changes, that is, since it is not a static phenomenon, it evolves, which makes it a complex human and cultural process (León, 2007), in this sense, the educational process in Chile, over time, has evolved in different areas, among which it is important to mention the creation of Special Language Schools, currently regulated by different decrees, among which is mainly Decree No. 1300/2002. Considering the above, the general objective of this research is to determine if the existence of Special Language Schools is justified in the current context, through a systematic review of current regulations, current research and perception of key actors in education. To this end, the study is ascribed to the interpretive paradigm and is guided by the qualitative approach with a phenomenological design that allowed the analysis of the Chilean educational regulations referring to special education, special language schools, intervention for Specific Language Disorder or Disorder of Language (TEL/TDL) and the School Integration Program (PIE). With respect to the main results and important findings, it is highlighted that the intervention for TEL/TDL can be considered more specialized in the Special Language Schools since students enter these establishments a year earlier and have more hours of intervention with professionals such as the speech therapist. and they have fewer students per classroom compared to the PIE, however, there are not as many diagnostic discharges, and they continue to need support in basic education.

Keywords: Special Language Schools; public policies; Specific Language Disorder; Language Disorder; School Integration Program (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:cwj:neurod:v:2:y:2023:id:72

DOI: 10.56294/neuro202372

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