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Perspectiva Educacional

versión On-line ISSN 0718-9729

Resumen

BARRIA ROJAS, Solange. Teacher’s training and educational practice for work and social inclusion in young people with intellectual disabilities. Analysis of the chilean context. Perspect. educ. [online]. 2019, vol.58, n.2, pp.121-146. ISSN 0718-9729.  http://dx.doi.org/10.4151/07189729-vol.58-iss.1-art.780.

In this article we present a study in which we analyze the teacher training and their educational practice for the social and professional inclusion of young people with intellectual disabilities who attend special education centers in the province of Santiago de Chile. Through the application of ad hoc questionnaires and in-depth interviews, the training of teachers and their educational practice was analyzed, as well as the training needs perceived by teachers. The results indicate that the initial and continuous training of teachers is not relevant to address the work and social inclusion of young people with intellectual disabilities, which influence the educational practice and the educational process of children. The insufficient teacher training influences the educational practice and the educational process of the students, in terms of lesson planning, evaluation of students and organization of relevant learning activities that will favor the preparation of students with intellectual disability for their work life and social inclusion.

Palabras clave : vocational education; teacher; teacher education; intellectual disability; educational practice.

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