Inclusión educativa : realidades de niños, niñas y adolescentes inmigrantes en Chile
Cargando...
Archivos
Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigación intenta visualizar como se ha
abordado en el colegio subvencionado San Nicolás Canal de
Chacao de la comuna de Quilpué, la inclusión de niños, niñas
y adolescentes inmigrantes provenientes de diferentes países,
a través del aporte de políticas de inclusión, específicamente
Manual de Convivencia y Protocolo de Ingreso.
En este contexto, se considera la realidad de los niños, niñas
y adolescentes y su relación con el medio, es decir, todos
aquellos que integran la comunidad educativa, además,
distintos factores familiares que pueden facilitar o bien
obstaculizar el proceso de inclusión escolar.
De acuerdo con los resultados del presente estudio, el
concepto de inclusión escolar, se evidenció una integración de
los niñas, niños y adolescentes por parte de la comunidad
educativa, en donde, los participantes exhiben una tendencia
positiva en la implementación de políticas de inclusión
implementas por el establecimiento educacional.
The present research tries to visualize how the inclusion of immigrant children and adolescents from different countries has been approached in the subsidized school San Nicolás Canal de Chacao of the Quilpué commune, through the contribution of inclusion policies, specifically Manual of Coexistence and Entry Protocol. In this context, the reality of children and adolescents and their relationship with the environment is considered, that is, all those who make up the educational community, in addition, different family factors that can facilitate or hinder the process of school inclusion. According to the results of this study, the concept of school inclusion, it was evidenced an integration of girls, boys and adolescents by the educational community, where the participants show a positive trend in the implementation of inclusion policies implemented by the educational establishment.
The present research tries to visualize how the inclusion of immigrant children and adolescents from different countries has been approached in the subsidized school San Nicolás Canal de Chacao of the Quilpué commune, through the contribution of inclusion policies, specifically Manual of Coexistence and Entry Protocol. In this context, the reality of children and adolescents and their relationship with the environment is considered, that is, all those who make up the educational community, in addition, different family factors that can facilitate or hinder the process of school inclusion. According to the results of this study, the concept of school inclusion, it was evidenced an integration of girls, boys and adolescents by the educational community, where the participants show a positive trend in the implementation of inclusion policies implemented by the educational establishment.
Notas
Seminario de título (Licenciado en Trabajo Social)
Palabras clave
Educación Inclusiva, Niños Inmigrantes, Chile, Quilpué