¿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? |
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| 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] |
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| Database: | Education Research Complete |
| Abstract: | 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] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2024.27.2.5 |
