This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives i...This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.展开更多
Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education...Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K.Government in I999.Key to these changes is the new Curriculum for Wales and the Additional Learning Needs(ALN)regulations;alongside these and wider system-level reforms,there is an ambition to create an inclusive education system in Wales.This paper explores how inclusion is articulated and communicated within the key policy and guidance documents,using two continuums-"practice"and"values"to map and interpret these documents.Design/Approach/Methods:This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings:The analysis reveals that despite a foregrounded commitment to inclusion,there is disparity both within and between the policy and guidance documents.Originality/Value:The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales,providing insight into the emerging national education system reforms,as well as developing an approach for evaluating inclusive education systems inotherjurisdictions.展开更多
文摘This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.
基金The authors received no financial support for the research,authorship,and/or publication of this article.
文摘Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K.Government in I999.Key to these changes is the new Curriculum for Wales and the Additional Learning Needs(ALN)regulations;alongside these and wider system-level reforms,there is an ambition to create an inclusive education system in Wales.This paper explores how inclusion is articulated and communicated within the key policy and guidance documents,using two continuums-"practice"and"values"to map and interpret these documents.Design/Approach/Methods:This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings:The analysis reveals that despite a foregrounded commitment to inclusion,there is disparity both within and between the policy and guidance documents.Originality/Value:The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales,providing insight into the emerging national education system reforms,as well as developing an approach for evaluating inclusive education systems inotherjurisdictions.
