SchoolIntegrationProcess

Principle of integration
It is based on the right that every person with a disability has to develop in
society without being discriminated against.

School integration process

Actions through which curricular options are provided to meet
the educational demands of students with NEE in the system of
Regular teaching, this process consists of five phases.
Initial phase
Awareness of the educational community.
Directed to parents, students, guardians, teachers, directors, and non-teaching staff
teacher.
Reflection process on what this innovation means in the Educational Project
Institutional.
To know the benefits that it will bring to the entire school community.
Shared commitment, development, and results of the project.
2. Technical advisory phase in the project development
Training and support for the development of the Integration Project for teachers,
managers and sponsors interested in formalizing the integration of students with
disability.
3. Phase of formulation and approval of the integration project
The project itself is prepared following the guidelines provided in the phase
previous.
It is submitted to the Provincial Department of Education.
The review and approval proceed.
It is sent to the Ministerial Secretariat for final approval and officialization.
corresponding.
4. Phase of project launch and execution with specialized support
Technical advice to the establishments implementing the Integration Project
School
5. Project annual monitoring and evaluation phase
Collection of information on the progress of this.
Adjustments and orientations if necessary.
 The role of the Teacher in the process of school integration.

In relation to educational integration, it is necessary for the teacher to know

and understand that:

That the child with special educational needs is in his class for the
demands from social groups seeking equality in educational treatment for
everyone to the extent of their possibilities, not to silence a feeling of guilt, but
why it is considered to be a better educational space for the child to
similar models in more valid relationships.
The integrated student does not present more work for the teacher, but rather implies a
different work.
That the integrated student does not hinder the learning of the student without needs.
educational and that does not learn less, but in a different way, being able to do so
to benefit the other students.
One of the teacher's roles is to provide his students with situations in which
that can assimilate culture.
The topic of curricular adjustments is unavoidable when proposing to integrate into
regular classroom for students with special educational needs, the adjustments
curricular elements are a fundamental component of the definition of integration
educational, the logic of this is simple when the regular school does not have the
means to meet educational needs, or these exceed possibilities
directives of the teacher's pedagogical work, it is necessary to define the supports that
they require those students and provide them, taking into account two aspects
fundamentals of teaching work:

The teacher's planning.

[Link] assessment of students with special educational needs
(N.E.E.)

The Professor must plan adequately; otherwise, one falls into the
spontaneity and improvisation, planning that not only responds to the
administrative requirements, but rather truly consider and attend to the
needs of the students and the teachers, considering the purposes of the
basic education that follows the set of formative criteria established by the group
of teachers and school administrators and that is agreed upon with grade colleagues
and cycle, seeking to establish some consistency between the teaching styles of the
different teachers and the necessary continuity in the transition of children between grades and
another.
Planning constitutes a mediating action between plans and programs of
study and the schools and the groups, Planning is a series of operations that the
teachers, whether collectively or in smaller groups lead to
cable to organize at a concrete level the educational activity and thus put it into practice
those learning experiences that will make up the curriculum, at the moment of
to carry out the planning,
it is advisable to take into account a series of elements for the organization and the
development of effective learning activities in the classroom, these elements are:

The knowledge of current plans and study programs, both in relation to

it refers to its theoretical-practical orientation, approaches, and general purposes, as in
the understanding and management of knowledge, capabilities, and skills
intellectuals and attitudes that are intended to be developed in each subject,
considering the educational level and the school grade of those involved.
The knowledge of the institutional conditions for educational service, which
It involves being aware of the resources and support that the school has.
The knowledge of the student's educational characteristics.
A basic criterion for programming is to know the particular characteristics of
children, as a group and individually.
Curricular adaptations can be defined as the specific response and
adapted to the special educational needs of a student who does not remain
covered by the common curriculum.
They constitute what could be called an individualized curricular proposal, and its objective
it must be about ensuring that the educational needs are addressed that the
the student does not share with their group.

When designing the adaptations, teachers must establish certain priorities.

based on the student's skills, defined through the assessment
psychopedagogical, this way they will be able to act with greater confidence, considering the
aspects of the student that are truly needed to achieve educational goals,
to establish these priorities, teachers can base themselves on the following
criteria:
Compensation criteria: Priority is given to actions aimed at compensating.
the effects of a disability on the child's development and learning.

Criterion of autonomy/functionality: Highlights the learning that fosters the

autonomous development of the student, in order to address basic needs such as
dress or move without assistance.

Acquisition probability criterion: it refers to the decision about the type of

learning that is within their reach putting difficulties in second place for
its acquisition and application. For a child with intellectual disabilities, there are
learning that will require a high level of effort and persistence and that presents
few chances of being acquired and used effectively by him, therefore,
we must opt for the development of other skills or abilities that allow them to
consolidate their progress and stimulate their interest in school work.

Sociability criterion: It refers to the set of learnings that promote the

social and group interaction skills, which implies that they should be developed
activities in the classroom aimed at promoting personal contact and the
communication especially when language or order problems are identified
affective.

Criterion of significance: It involves the selection of learning methods that

they assume significant activities for the student based on their possibilities
 real, so that what I learn is truly relevant, functional, and enriching
its integral development.

Variability criterion: Assumes different activities of the skills for

maintain the student's interest, especially when they face difficulties with it
achievement of certain learnings. The methodological strategies that the teacher
applications must be diversified and their purpose should be aimed at enabling the student to have
of sufficient alternatives to resolve the conflict situations they face with
school knowledge.

Criterion of personal preferences: It means enhancing work according to

those that they identify with or feel more comfortable and secure doing, which encourages
a greater motivation and a more dynamic participation in school tasks.

Criterion of adequacy to chronological age: It involves valuing the interests of

student, regardless of their special educational needs, to prevent
delays that lead him to infantilization in his learning level, although the student
this is at a learning level lower than what would correspond to their chronological age,
their personal interests and attitudes do not match those of children with levels
of learning comparable to their own, so it is necessary to take into account
your chronological age when applying certain strategies or activities.

Transfer criterion: Connects learning with everyday situations that

the child lives outside of school, avoiding the formalism that characterizes certain
school activities in which the importance of the child working with is ignored
common materials that represent everyday experiences from your surroundings
social.
Criteria for broadening scopes: It supports the learning that allows for the
student to broaden their usual areas of action by enriching their experiences,
stimulating new interests, developing different activities, integrating with others
groups, living new experiences in contexts different from school and family, give them
possibility of constructing new meanings, better understanding the world around it.
 Types of adaptations.

The adaptations for access to the curriculum consist of modifications or provision

of special resources that will facilitate that students with educational needs
special needs (N.E.E.) can develop the ordinary curriculum or, if applicable, the curriculum
adapted, these adaptations are aimed at:

To create physical conditions (sound, lighting, and accessibility) in the spaces and the
school furniture.
Getting the student with special educational needs to reach the highest possible level of interaction and
communication with the people of the school.

Adjustments in the curriculum elements.

1.) In the methodology.

In those related to adaptations in the school facilities, the

related to changes in the student's classroom, those related to supports
specific techniques or materials for the student. While the adaptations in the
school facilities and the classroom are designed to directly support the
a student who requires it will also benefit the other students in the school or
of the group, this evidently does not happen when we talk about personal support.

In the evaluation.
The adjustments in the evaluation consider the changes made in three
elements, which may consist of:
Use of differentiated evaluation criteria and strategies.
Diversification of techniques and instruments to be consistent with the type
of knowledge, skills, and attitudes to be evaluated.
Consideration of the evaluation moments, depending on the characteristics of
the students.
An evaluation based exclusively on the alleviation of an exam is very limited.
The Professor must have other sources (class observations, interviews, assignments
and school work, self-assessments of students), that offer you more
information about the progress and achievements of all your students, including all the
what N.E.E. presents, if the teacher plans to evaluate their group through the presentation
oral, will obviously have to make modifications in the case of a child with
disability.
The adjustments of the curriculum elements are the set of modifications that
they are carried out in the objectives, content, criteria, and evaluation procedures,
activities and methodology to address the individual differences of students,
some of these adjustments may be relatively superficial, so they do not
It varies too much from the planning or programming established by the teachers for everything.
the group, others can be substantial depending on the E.N.E. of the
students, which implies the individualization of the curriculum.

The elements of the curriculum that can be adjusted are: The

methodology, the evaluation, the content and the purposes of these
adaptations should aim to:

Achieve the greatest possible participation of children with special educational needs in the curriculum.
common, specifically in the general planning for the group they are in
integrated.
Achieve, as much as possible, that students with special educational needs meet the objectives of each
educational level, through a curricular proposal adapted in its characteristics and
specific needs.

Adjust some materials to promote their individual use, an example

of course, these are the adaptations in the written materials, many can be made
modifications, from those affecting the presentation or form, to those that imply
a modification in the contents. In the form and presentation, changes in the types and
font sizes, variation of color or thickness of the graphs, leaving more spaces
between lines or paragraphs, incorporating graphics, diagrams, or drawings that help the
text comprehension, can also vary the size, written support, modify
the texture of the leaves, making indentations to facilitate handling, another type of
A formal modification could be to incorporate the written text with elements from others.
languages or communication systems.
In the content, modifications can be made to grammatical structures and the
vocabulary suitable for the child's level, replacing some terms with
synonyms explaining the meaning in parentheses or with footnotes, selecting or
rewriting long or complex sentences, placing the student with special educational needs in the groups in
those who can work best with their teammates, introduce methods and techniques and
specific learnings, incorporate teaching and learning activities, the type
suitable for the student (physical, visual and verbal aids), introduce activities
individual, alternative or complementary, introduce activities for development of
contents and specific purposes of the student, eliminate activities in which the
the student does not feel identified or cannot have active and real participation, that the
activities that pose a challenge that responds to their interests and motivations,
worked supported and helped by his colleagues, that the activities allow him
to work autonomously, to strengthen and apply certain learnings, which in
the activities work with a wide variety of materials that the student can
to assume a specific responsibility in the development of the activity that is useful to him/her and
enriching.
In the adjustments in the evaluation, techniques, procedures, and
evaluation instruments different from those of the reference group, to incorporate in the
evaluation activities the most appropriate type of help for the student, adjust the
evaluation criteria making sense in the overall scope of the curricular proposal and
it involves prioritizing, changing, timing, and introducing certain criteria of
evaluation depending on the established purposes and content, facilitate the work
coordinated and joint among the professionals involved in the educational process and
the parents, explain the type of access adjustments and the elements of
curriculum that needs to be developed to address educational needs
special
The work with parents is important, but only if I as a teacher...
Communicate with him, suggest to him and tell him how I want him to help me.

Problems of school integration.

For many actors in the educational field, integration represents a challenge that seems distant.
to be put into practice, with many costs of various kinds and several problems
related to organizational management and professional performance. These difficulties
they constitute an obstacle to the development of school integration, both to inhibit the
creation of integration projects in schools, aimed at discouraging the
schools that have already started these projects and are becoming aware of the lack of
capabilities they have to face this educational challenge. This last point is explained
in those cases where the transition of students from the school has begun
special to the regular, without the necessary conditions existing in the
educational institutions, nor in the teachers. This has generated a lack of motivation in
the school and an inadequate educational response for the students subjected to
integration, which remain segregated, which are called "integration students", and
for which there has not been the ability to adapt teaching practices that
promote their genuine inclusion. This aligns with the international experience in favor of the
integration, when it has been mistakenly attempted to respond from a rationality
technique to human diversity, viewed as a problem that complicates processes
of teaching-learning and not as a characteristic that is inherent and integrated into the
everyday experience of people, (Jiménez and Vilá, 1999) in an educational system
which has tended to provide a homogenizing education focused on a 'student'
type". The criticism that has been forged by this way of implementing integration
school, it is what has led to rethinking the concept of school integration for that of
inclusion. The latter refers to the maintenance of a common curriculum for
everyone, in a rethought curriculum to ensure equality and respect for the
individual characteristics, with learning strategies that consider attention to
the individual differences and the flexibility of this. "The emphasis on the common aspects
Learning highlights the richest and most positive aspect of schools.
inclusives" (Marchesi A 2001, p.5) Inclusion is concerned with enabling the real
participation of all students in the activities and experiences of education
common.

Another issue that these integration projects have presented is their

conditionality on the provision of resources, considering integration as a
high-cost project in human resources and teaching materials. To the organizational costs
and financial ones are added to the symbolic ones that integration brings for the identity of
Some schools, like the idea that integrated students will affect the results
students from the entire school, both those evaluated internally and those evaluated externally
through the SIMCE, with the consequent impact on the image and prestige of the
school. This is accentuated by the public dissemination policy of the SIMCE that emphasizes
the results of the system above the reality of each educational center, a situation that
promotes dynamics of segmentation and segregation.
Given this reality, it is not hard to explain that there are few primary schools and high schools.
that initiated integration projects, with greater state willingness for the
school integration (MINEDUC integration policy), that the expressed initiative
in the schools themselves to implement it. After this phenomenon, it is clear that the
The challenge of integration appears to be something complex, uncertain, and risky for the
regular school. With incentives from the State (special subsidy) still not very
convincing.

Why carry out school integration?

Against the arguments that emphasize the costs of integration, it can be argued
that the inclusion of students with disabilities in regular school is a demand
social, related to the rights of traditionally segregated students, whose
the ethical foundation is independent of the organizational costs considered in the
convenience of its implementation.
However, regardless of the ethical-educational obligation for school integration and
Without the necessary structural incentives, this policy does not constitute a problem.
organizational to the regular school different from what it must face without integration and in
the framework of what a quality school management demands. On the contrary, the
the implementation of the integration can constitute a catalyzing experience of
processes of improvement and effectiveness for the entire school organization.