Inclusion in education, occupational marginalization and apartheid: An analysis of Chilean education policies

References

• Ainscow, M., & Miles, S. (2008). Por una educación para todos que sea inclusiva:¿ Hacia dónde vamos ahora [For an education for all that is inclusive: Where are we going now?]. Perspectivas, 38(1), 17–44.
   Google Scholar
• Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. doi: 10.1080/13603110802504903
   Web of Science ®Google Scholar
• Asbjørnslett, M., Engelsrud, G., & Helseth, S. (2015). Children with disabilities engage in occupations during a transitional phase. Journal of Occupational Science, 22(3), 320–330. doi: 10.1080/14427591.2014.952365
   Web of Science ®Google Scholar
• Apablaza, M. (2016). Producción de los discursos de diferencia en el contexto escolar: Problematización de las políticas educativas chilenas. (Tesis de Doctorado) [Production of discourses of difference in the school context: problematization of Chilean educational policies], Pontificia Universidad Católica de Chile, Santiago, Chile.
   Google Scholar
• Bacchi, C. (1999). Women, policy and politics: The construction of policy problems. London, UK: Sage.
   Google Scholar
• Baez, B. (2004). The study of diversity: The “knowledge of difference” and the limits of science. Journal of Higher Education, 75(3), 285–306. doi: 10.1080/00221546.2004.11772257
   Web of Science ®Google Scholar
• Baker, B. (2002). The hunt for disability: The new eugenics and the normalization of school children. Teachers College Record, 104(4), 663–703. doi: 10.1111/1467-9620.00175
   Web of Science ®Google Scholar
• Ball, S. (1993). What is policy? Texts, trajectories and toolboxes. Australian Journal of Education Studies, 13(2), 10–17.
   Google Scholar
• Bellei, C. (2015). El gran experimento. Mercado y privatización de la educación Chilena [The great experiment: Market and privatization of Chilean education]. Santiago, Chile: LOM.
   Google Scholar
• Booth, T., & Ainscow, M. (2000). Índice de inclusión. Desarrollando el aprendizaje y la participación en las escuelas (M. Vaughan, Ed.). Bristol, UK: UNESCO and Centre for Studies on Inclusive Education. http://unesdoc.unesco.org/images/0013/001381/138159so.pdf
   Google Scholar
• Braun, A., Ball, S., & Maguire, M. (2011). Policy enactments in schools introduction: Towards a toolbox for theory and research. Discourse-Studies in the Cultural Politics of Education, 32(4), 581–583. doi: 10.1080/01596306.2011.601554
   Web of Science ®Google Scholar
• Britzman, D. (1995). “The question of belief”: Writing poststructural ethnography. International Journal of Qualitative Studies in Education, 8(3), 229–238. doi: 10.1080/0951839950080302
   Google Scholar
• Buenfil, R. (2011). Apuntes sobre los usos de la teoría en la investigación social: Consideraciones metodológicas en invesigación social [Notes on the uses of theory in social research: Methodological considerations in social research]. España: Editorial Académica Española.
   Google Scholar
• Burchell, G., Gordon, C., & Miller, P. (Eds.). (1991). The Foucault effect. Studies in governmentality. Chicago, IL: University Of Chicago Press.
   Google Scholar
• Carrasco, A. (2013a). Mecanismos performativos de la institucionalidad educativa en Chile: Pasos hacia un nuevo sujeto cultural [Performative mechanisms of educational institutions in Chile: Steps towards a new cultural subject]. Revista Observatorio Cultural [Cultural Observatory Review], 15, 7.
   Google Scholar
• Carrasco, A. (2013b). Políticas basadas en privatización, estandarización, examinación y accountability educacional: La experiencia anglófona [Policies based on privatization, standardization, examination and educational accountability: The Anglophone experience]. Pensamiento Educativo [Educational Thought], 50(2), 163–172.
   Google Scholar
• Castignani, M., López, V., Espinosa, M., & Pavez, S. (2014). Discriminación y segregación: Efectos de la integración escolar sobre los proyectos de vida de estudiantes egresados de escuelas municipales que participaron en proyectos de integración escolar [Discrimination and segregation: Effects of school desegregation on life projects for municipal schools graduate students who participated in school integration projects]. Revista Latinoamericana de Educación Inclusiva [Latin American Journal of Inclusive Education], 8(2), 69–83.
   Google Scholar
• Durocher, E. (2017). Occupational justice: A fine balance for occupational therapists. In D. Sakellariou & N. Pollard (Eds.), Occupational therapies without borders: Integrating justice with practice (2nd ed., pp. 8–18). Toronto: Elsevier.
   Google Scholar
• Durocher, E., Gibson, B., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418–430. doi: 10.1080/14427591.2013.775692
   Google Scholar
• Ekelman, B., Bazyk, S., & Bazyk, J. (2012). The relationship between occupational engagement and well-being from the perspective of university students with disabilities. Journal of Occupational Science, 20(3), 236–252. doi: 10.1080/14427591.2012.716360
   Google Scholar
• Farias, L., & Laliberte Rudman, D. (2016). A critical interpretive synthesis of the uptake of critical perspectives in occupational science. Journal of Occupational Science, 23(1), 33–50. doi: 10.1080/14427591.2014.989893
   Web of Science ®Google Scholar
• Foucault, M. (2011). La arqueologia del saber [The archeology of knowledge] (A. Garzón, Trans.; 2nd ed.). México: Siglo XXI.
   Google Scholar
• Galheigo, S. (2006). Terapia ocupacional en el ámbito social: Aclarando conceptos e ideas [Occupational therapy in the social field: Clarifying concepts and ideas]. In F. Kronenberg, S. Simó & N. Pollard (Eds.), Terapia ocupacional sin fronteras: Aprendiendo del espíritu de supervivientes [Occupational therapy without borders: Learning from the spirit of survivors] (pp. 85–97). Buenos Aires: Médica Panamericana.
   Google Scholar
• Galheigo, S. (2011). What needs to be done? Occupational therapy responsibilities and challenges regarding human rights. Australian Occupational Therapy Journal, 58(2), 60–66. doi: 10.1111/j.1440-1630.2011.00922.x
   PubMed Web of Science ®Google Scholar
• Godoy, P., Meza, M., & Salazar, A. (2004). Antecedentes históricos, presente y futuro de la educación especial en Chile [Historical background, present and future of special education in Chile]. Santiago, Chile: MINEDUC.
   Google Scholar
• Guajardo, A., Kronenberg, F., & Ramugondo, E. (2015). Southern occupational therapies: Emerging identities, epistemologies and practices. South African Journal of Occupational Therapy, 45, 3–10. doi: 10.17159/2310-3833/2015/v45no1a2
   Google Scholar
• Gupta, J. (2016). Mapping the evolving ideas of occupational justice: A critical analysis. OTJR: Occupation, Participation and Health, 36(4), 179–194. doi: 10.1177/1539449216672171
   PubMed Web of Science ®Google Scholar
• Hammell, K. W. (2011). Resisting theoretical imperialism in the disciplines of occupational science and occupational therapy. British Journal of Occupational Therapy, 74(1), 27–33. doi: 10.4276/030802211X12947686093602
   Web of Science ®Google Scholar
• Hammell, K. W. (2015). Participation and occupation: The need for a human rights perspective. Canadian Journal of Occupational Therapy, 82(1), 4–5. doi: 10.1177/0008417414567636
   PubMed Web of Science ®Google Scholar
• Hammell, K. W., & Beagan, B. (2017). Occupational injustice: A critique. Canadian Journal of Occupational Therapy, 84(1), 58–68. doi: 10.1177/0008417416638858
   PubMed Web of Science ®Google Scholar
• Iwama, M. (2004). Meaning and inclusion: Revisting culture in occupational therapy. Australian Occupational Therapy Journal, 51, 1–2. doi: 10.1111/j.1440-1630.2004.00429.x
   Google Scholar
• Kronenberg, F., & Pollard, N. (2006). Superar el apartheid ocupacional: Exploración preliminar de la naturaleza política de la terapia ocupacional [Overcome occupational apartheid: Preliminary exploration of the political nature of occupational therapy]. In F. Kronenberg, S. Simó & N. Pollard (Eds.), Terapia ocupacional sin fronteras: Aprendiendo del espíritu de supervivientes [Occupational therapy without borders: Learning from the spirit of survivors] (pp. 58–84). Buenos Aires: Editorial Médica Panamericana.
   Google Scholar
• Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. doi:10.2307/1170593 doi: 10.3102/00346543070001025
   Web of Science ®Google Scholar
• Laclau, E. (1993). Nuevas reflexiones sobre la revolución de nuestro tiempo [New reflections on the revolution of our time]. Buenos Aires: Nueva Visioń.
   Google Scholar
• Lauretis, T. (2000). Diferencias. Etapas de un camino a través del feminismo [Differences: Stages of a path through feminism]. Madrid, Spain: Horas y horas
   Google Scholar
• Lemke, T. (2011). Foucault, governmentality and critique. Colorado: Paradigm Publishers.
   Google Scholar
• Matus, C., & Rojas, C. (2015). Normalidad y diferencia en nuestras escuelas: A propósito de la Ley de Inclusión Escolar [Normality and difference in our schools: About the School Inclusion Law]. Docencia [Teaching], 56, 47–56.
   Google Scholar
• MINEDUC. (1992). Determina edades mínimas de ingreso a los sistemas de enseñanza de adultos y especial diferencial [Determined minimum ages for admission to adult education systems and special differences], 182 C.F.R. Santiago, Chile: MINEDUC.
   Google Scholar
• MIDEPLAN. (2010). Establece normas sobre igualdad de oportunidades e inclusión social de personas con discapacidad, 20.422 C.F.R. Santiago, Chile: MIDEPLAN.
   Google Scholar
• MINEDUC. (2005). Política Nacional de educación especial [National policy on special education]. Santiago, Chile: MINEDUC.
   Google Scholar
• MINEDUC. (2009a). Fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiarios de las subvenciones para educación especial [Set standards to determine students with special educational needs who will be beneficiaries of special education grants]. Decreto 170 C.F.R.
   Google Scholar
• MINEDUC. (2009b). Ley general de educación, 20 .370 C.F.R.
   Google Scholar
• MINEDUC. (2013). Orientaciones técnicas para los Programas de Integración Escolar (PIE) [Technical guidelines for School Integration Programs]. Santiago,Chile: MINEDUC.
   Google Scholar
• MINEDUC. (2015a). Aprueba criterios y orientaciones de adecuación curricular para estudiantes con NEE de Educación Parvularia y Educación Básica [Approval criteria and guidelines for curricular adaptation for students with SEN Early Childhood Education and Basic Education], 83/2015 C.F.R.
   Google Scholar
• MINEDUC. (2015b). Propuestas para avanzar hacia un sistema educativo inclusivo en Chile: Un aporte de la Educación Especial [Proposals to move towards an inclusive education system in Chile: A contribution from Special Education]. Santiago, Chile: MINEDUC.
   Google Scholar
• Mu, K., Brown, T., Peyton, C., Rodger, S., Huang, Y., Wu, C., … Swee, C. (2010). Occupational therapy students’ attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan. Occupational Therapy Intenational, 17, 40–52. doi: 10.1002/oti.285
   PubMed Web of Science ®Google Scholar
• Nilsson, I., & Townsend, E. (2010). Occupational justice: Bridging theory and practice. Scandinavian Journal of Occupational Therapy, 17(1), 57–63. doi: 10.3109/11038120903287182
   PubMed Web of Science ®Google Scholar
• Palma, O., Soto, X., Barria, C., Lucero, X., Mella, D., Santana, Y., & Seguel, E. (2016). Estudio cualitativo del proceso de adaptación e inclusión de un grupo de estudiantes de educación superior con discapacidad de la universidad de magallanes [A qualitative study of the adaptation process and inclusion of a group of students with disabilities from higher education at Universidad de Magallanes]. Magallania, 44(2), 131–158. doi: 10.4067/S0718-22442016000200007
   Google Scholar
• Pereira, R. (2012). The potential of occupational therapy services for students with disabilities within tertiary education settings. Australian Occupational Therapy Journal, 59(1), 393–396. doi: 10.1111/j.1440-1630.2012.01037.x
   PubMedGoogle Scholar
• Pereira, R. (2014). Using critical policy analysis in occupational science research: Exploring Bacchi’s methodology. Journal of Occupational Science, 21(4), 389–402. doi: 10.1080/14427591.2013.806207
   Google Scholar
• Pereira, R., & Whiteford, G. (2013). Understanding social inclusion as an international discourse: Implications for enabling participation. British Journal of Occupational Therapy, 76(2), 112–115. doi: 10.4276/030802213X13603244419392
   Web of Science ®Google Scholar
• Popkewitz, T., & Lindblad, S. (2000). Educational governance and social inclusion and exclusion: Some conceptual difficulties and problematics in policy and research. Discourse: Studies in the Cultural Politics of Education, 21(1), 5–44. doi: 10.1080/01596300050005484
   Google Scholar
• Prodinger, B., & Turner, S. (2013). Using institutional ethnography to explore how social policies infiltrate into daily life. Journal of Occupational Science, 20(4), 357–369. doi: 10.1080/14427591.2013.808728
   Google Scholar
• Ramugondo, E. (2015). Occupational consciousness. Journal of Occupational Science, 22(4), 488–501. doi: 10.1080/14427591.2015.1042516
   PubMed Web of Science ®Google Scholar
• Rizvi, F., & Lingard, B. (2013). Políticas educativas en un mundo globalizado [Educational policies in a globalized world]. Madrid, Spain: Ediciones Morata.
   Google Scholar
• Rose, N. (1990). Governing the soul: The shaping of the private self. London, UK: Routledge.
   Google Scholar
• Rudman, D. L. (2013). Critical discourse analysis: Adding a political dimension to inquiry. In M. Cutchin, & V. Dickie (Eds.), Transactional perspectives on occupation (pp. 169–181). New York, NY: Springer.
   Google Scholar
• Rudman, D. L., Cook, J., & Polatajko, H. (1997). Understanding the potential of occupation: A qualitative exploration of seniors’ perspectives on activity. American Journal of Occupational Therapy, 51(8), 640–650. doi:10.5014/ajot.1997.51.8.640 doi: 10.5014/ajot.51.8.640
   PubMed Web of Science ®Google Scholar
• Rudman, D. L., & Huot, S. (2013). Conceptual insights for expanding thinking regarding the situated nature of occupation. In M. Cutchin & V. Dickie (Eds.), Transactional perspectives on occupation (pp. 51–63). New York, NY: Springer.
   Google Scholar
• Scott, J. (1994). Deconstructing equality-versus-difference: Or, the uses of poststructualist theory for feminism. The Postmodern Turn: New Perspective on Social Theory, 15, 282–302. doi: 10.1017/CBO9780511570940.020
   Google Scholar
• SEGEGOB (2012). Establece medidas contra la discriminación, 20.609 C.F.R.
   Google Scholar
• Sisto, V., & Zelaya, V. (2013). La etnografía de dispositivos como herramienta de análisis y el estudio del managerialismo como práctica local [The ethnography of devices as an analysis tool and study of managerialism as local practice]. Universitas Psychologica [University Psychology], 12(4), 1345–1354.
   Google Scholar
• Slee, R., & Allan, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–192. doi: 10.1080/09620210100200073
   Google Scholar
• Townsend, E., & Wilcock, A. (2004a). Occupational justice. In C. H. Christiansen & E. A. Townsend (Eds.), Introduction to occupation (pp. 243–273). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Townsend, E., & Wilcock, A. (2004b). Occupational justice and client-centred practice: A dialogue in progress. Canadian Journal of Occupational Therapy, 71(2), 75–87. doi: 10.1177/000841740407100203
   PubMedGoogle Scholar
• Whiteford, G., Townsend, E., Bryanton, O., Wicks, A., & Pereira, R. (2017). The participatory occupational justice framework: Salience across contexts. In D. Sakellariou & N. Pollard (Eds.), Occupational therapies without borders: Integrating justice with practice (pp. 163–174). Toronto: Elsevier.
   Google Scholar
• Wilcock, A., & Jakobsen, K. (2001). Occupational Terminology Interactive Dialogue. Journal of Occupational Science, 8(3), 25–31. doi:10.1080/14427591.2000.9686470 doi: 10.1080/14427591.2001.10597272
   Google Scholar
• World Health Organization. (2001). Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud [International Classification of Functioning, Disability and Health]. Madrid, España: Organización Mundial de la Salud.
   Google Scholar
• Zeldenryk, L., & Yalmambirra. (2006). Occupational deprivation: A consequence of Australia’s policy of assimilation. Australian Occupational Therapy Journal, 53, 43–46. doi: 10.1111/j.1440-1630.2005.00530.x
   Google Scholar