¿Cómo avanza en Colombia la educación inclusiva para personas con discapacidad?
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| Title: | ¿Cómo avanza en Colombia la educación inclusiva para personas con discapacidad? |
|---|---|
| Alternate Title: | How Is Inclusive Education for People with Disabilities Progressing in Colombia? Como está avançando a educação inclusiva para pessoas com deficiência na Colômbia? |
| Authors: | Navia Arroyo, Carmen Elvira1 cenaviaa@unal.edu.co, Delgado Martínez, Henry Armando1 headelgadoma@unal.edu.co, Gómez Mora, Ana María1 anagomezmo@unal.edu.co |
| Source: | Educación y Educadores. may-ago2024, Vol. 27 Issue 2, p1-24. 24p. |
| Subject Terms: | *Inclusive education, *Government policy, *Academia, Services for people with disabilities, Public interest |
| Abstract (English): | In recent years, Colombia has shown growing interest in promoting inclusive education. A key milestone is Decree 1421 of 2017, which regulates educational services for people with disabilities and has had a significant impact on the school system. In line with the self-evaluation process proposed by the decree five years after its enactment, an exploratory review was conducted of 163 academic and governmental documents published between 2016 and 2023. The goal was to assess the status of the decree’s implementation and identify both progress and challenges in the process. Notable advances include the efforts of teachers and educational communities to make necessary accommodations, as well as intersectoral collaboration with academia to promote the development of inclusive knowledge and tools. However, the review also revealed a lack of documentation demonstrating leadership from local authorities in the form of technical, pedagogical, and administrative guidelines to support implementation. Additionally, various barriers to putting the decree into practice persist. The article concludes with reflections aimed at educational sector stakeholders interested in implementing this public policy [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En los últimos años se observa en Colombia un creciente interés por fomentar la educación inclusiva. Un ejemplo es el Decreto 1421 de 2017, que reglamenta la atención educativa a las personas con discapacidad y genera repercusiones importantes para el sistema escolar. En línea con la propuesta de autoevaluación que plantea el decreto a partir del quinto año de promulgación, se realizó una revisión exploratoria de 163 documentos académicos y gubernamentales publicados entre 2016 y 2023 en relación con esta norma, para establecer el estado de su implementación e identificar avances y barreras en el proceso. Se destacan algunos avances específicos, como la labor docente y de las comunidades educativas para procurar los ajustes necesarios, así como el trabajo intersectorial con la academia para promover la generación de conocimientos y herramientas inclusivas. Sin embargo, se observó falta de documentación que evidencie el liderazgo de los entes territoriales mediante directrices técnicas, pedagógicas y administrativas que fomenten la implementación del decreto, además de la persistencia de diversas barreras para su puesta en práctica. Finalmente, se proponen algunas reflexiones para los agentes del sector educativo interesados en implementar esta política pública. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Nos últimos anos, tem havido um interesse crescente em promover a educação inclusiva na Colômbia. Um exemplo disso é o Decreto 1.421 de 2017, que regulamenta o atendimento educacional para pessoas com deficiência e que tem gerado repercussões importantes no sistema escolar. Em consonância com a proposta de autoavaliação que o decreto apresenta a partir do quinto ano de sua promulgação, foi realizada uma revisão exploratória de 163 documentos acadêmicos e governamentais publicados entre 2016 e 2023, com o objetivo de analisar a implementação dessa regulamentação e identificar avanços e barreiras no processo. Destacam-se alguns progressos, como o empenho de professores e comunidades educativas na busca por ajustes necessários, bem como o trabalho intersetorial com a academia para promover a geração de conhecimentos e ferramentas inclusivas. No entanto, observa-se a escassez de documentação que evidencie a liderança dos entes territoriais por meio de diretrizes técnicas, pedagógicas e administrativas voltadas à implementação do decreto, além da persistência de diversas barreiras à sua efetivação. Por fim, são apresentadas algumas reflexões para os agentes do setor educacional interessados em implementar essa política pública. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187036239 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ¿Cómo avanza en Colombia la educación inclusiva para personas con discapacidad? – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: How Is Inclusive Education for People with Disabilities Progressing in Colombia?<br />Como está avançando a educação inclusiva para pessoas com deficiência na Colômbia? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Navia+Arroyo%2C+Carmen+Elvira%22">Navia Arroyo, Carmen Elvira</searchLink><relatesTo>1</relatesTo><i> cenaviaa@unal.edu.co</i><br /><searchLink fieldCode="AR" term="%22Delgado+Martínez%2C+Henry+Armando%22">Delgado Martínez, Henry Armando</searchLink><relatesTo>1</relatesTo><i> headelgadoma@unal.edu.co</i><br /><searchLink fieldCode="AR" term="%22Gómez+Mora%2C+Ana+María%22">Gómez Mora, Ana María</searchLink><relatesTo>1</relatesTo><i> anagomezmo@unal.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educación+y+Educadores%22">Educación y Educadores</searchLink>. may-ago2024, Vol. 27 Issue 2, p1-24. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Academia%22">Academia</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+people+with+disabilities%22">Services for people with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Public+interest%22">Public interest</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: In recent years, Colombia has shown growing interest in promoting inclusive education. A key milestone is Decree 1421 of 2017, which regulates educational services for people with disabilities and has had a significant impact on the school system. In line with the self-evaluation process proposed by the decree five years after its enactment, an exploratory review was conducted of 163 academic and governmental documents published between 2016 and 2023. The goal was to assess the status of the decree’s implementation and identify both progress and challenges in the process. Notable advances include the efforts of teachers and educational communities to make necessary accommodations, as well as intersectoral collaboration with academia to promote the development of inclusive knowledge and tools. However, the review also revealed a lack of documentation demonstrating leadership from local authorities in the form of technical, pedagogical, and administrative guidelines to support implementation. Additionally, various barriers to putting the decree into practice persist. The article concludes with reflections aimed at educational sector stakeholders interested in implementing this public policy [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: En los últimos años se observa en Colombia un creciente interés por fomentar la educación inclusiva. Un ejemplo es el Decreto 1421 de 2017, que reglamenta la atención educativa a las personas con discapacidad y genera repercusiones importantes para el sistema escolar. En línea con la propuesta de autoevaluación que plantea el decreto a partir del quinto año de promulgación, se realizó una revisión exploratoria de 163 documentos académicos y gubernamentales publicados entre 2016 y 2023 en relación con esta norma, para establecer el estado de su implementación e identificar avances y barreras en el proceso. Se destacan algunos avances específicos, como la labor docente y de las comunidades educativas para procurar los ajustes necesarios, así como el trabajo intersectorial con la academia para promover la generación de conocimientos y herramientas inclusivas. Sin embargo, se observó falta de documentación que evidencie el liderazgo de los entes territoriales mediante directrices técnicas, pedagógicas y administrativas que fomenten la implementación del decreto, además de la persistencia de diversas barreras para su puesta en práctica. Finalmente, se proponen algunas reflexiones para los agentes del sector educativo interesados en implementar esta política pública. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Nos últimos anos, tem havido um interesse crescente em promover a educação inclusiva na Colômbia. Um exemplo disso é o Decreto 1.421 de 2017, que regulamenta o atendimento educacional para pessoas com deficiência e que tem gerado repercussões importantes no sistema escolar. Em consonância com a proposta de autoavaliação que o decreto apresenta a partir do quinto ano de sua promulgação, foi realizada uma revisão exploratória de 163 documentos acadêmicos e governamentais publicados entre 2016 e 2023, com o objetivo de analisar a implementação dessa regulamentação e identificar avanços e barreiras no processo. Destacam-se alguns progressos, como o empenho de professores e comunidades educativas na busca por ajustes necessários, bem como o trabalho intersetorial com a academia para promover a geração de conhecimentos e ferramentas inclusivas. No entanto, observa-se a escassez de documentação que evidencie a liderança dos entes territoriais por meio de diretrizes técnicas, pedagógicas e administrativas voltadas à implementação do decreto, além da persistência de diversas barreiras à sua efetivação. Por fim, são apresentadas algumas reflexões para os agentes do setor educacional interessados em implementar essa política pública. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5294/edu.2024.27.2.5 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Government policy Type: general – SubjectFull: Academia Type: general – SubjectFull: Services for people with disabilities Type: general – SubjectFull: Public interest Type: general Titles: – TitleFull: ¿Cómo avanza en Colombia la educación inclusiva para personas con discapacidad? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Navia Arroyo, Carmen Elvira – PersonEntity: Name: NameFull: Delgado Martínez, Henry Armando – PersonEntity: Name: NameFull: Gómez Mora, Ana María IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: may-ago2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01231294 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: Educación y Educadores Type: main |
| ResultId | 1 |
