Resistance to school inclusion in Chile

Abstract

Through a critical reflection, the article addresses the main obstacles and resistance faced by educational inclusion in Chile in the context of the implementation of Law 20,845/2015 on school inclusion. For a better understanding, the text is organized into five sections based on an introduction that contextualizes the study problem within the framework of national and international discussions on the subject. A first section focused on the current legal regulations that regulate school integration programs (SIP), trying to reveal some limitations and restrictions of that same regulation. A second section deals with the most frequent structural obstacles (insufficient or inadequate infrastructure, lack of equipment and lack of preparation of teachers to work with diversity). The third section addresses the ideological obstacles that compromise the future of educational inclusion in the country, derived from the medical model or certain cultural and religious biases. Finally, in the final reflections, some of the main findings of the study are outlined, among which the following stand out: the limitations implied by the predominance of the medical model, the different degrees of progress in the processes of school integration and the lack of a law actually inclusive.