| Descargar: 
Resumen
El sistema Educacional Chileno, ha sido descrito a través de la evidencia empírica nacional e internacional como altamente excluyente, no obstante en la actualidad se han implementado políticas educativas que promueven la inclusión educativa de sectores minoritarios ( etnias, discapacidad, prioritarios etc.), obviando la evidencia teórica que demuestra que las políticas inclusivas deben considerar la generalidad del sistema educacional para no acentuar las diferencias y generar mayor exclusión a la minoría que se pretendía beneficiar.
El presente artículo da cuenta de una investigación que se adhirió a la metodología cualitativa de corte descriptiva y trazó como objetivo general “Develar concepciones de profesores de educación diferencial y contenidas en la legislación educacional vigente respecto a la inclusión educativa de estudiantes que presentan Discapacidad Intelectual” de los resultados obtenidos y de su posterior análisis mediante la técnica de triangulación hermenéutica se pudo concluir que dichos estudiantes obtenían tipos de educación excluyente, segregadora, integradora pero vagamente inclusiva.
Palabras Clave: Sistema Educacional, Inclusión, Exclusión, Segregación.
Abstract
The Chilean Educational System has been described through National and International empirical evidence as highly exclusive, however nowadaysnew Educational Policies have been implemented which promote the Educational Inclusion of different minority sectors (Ethnicity, Disability, people requiring economical support).
Leaving aside al the Theoretical Evidencethat shows that inclusive policies must considerthe generality of the Educational System so as not to accentuate the differences orgenerate more exclusion towards the minority that was intended to benefit.
The present article statesthat the investigation path followed a Qualitative Methodologysupported by a Descriptive approach and outlined its general objective as to “Unveil the conceptions of Teachers of Special Educationas well as those contained in the current educational legislation regarding the inclusion of students with Intellectual Disability”.
From the results obtained and from itssubsequent analysisbased on anHermeneutical triangulation technique, it was possible to conclude that these students obtained types of exclusionary education which segregated them and that at times integrated them but was a Vaguely Inclusive Education.
Key Word: Educational System, Inclusion, Exclusion, Segregation.
