Browsing by Author "Vidal, Veronica"

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    Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students
    (2024) Vidal, Veronica; Mendive, Susana; Gómez Zaccarelli, Florencia; Pozo-Tapia, Francisca; Narea, Marigen; Wachholtz, Daniela; Melo, Carolina
    Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.
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    Revealing Conflicting Ideologies
    (2024) Vidal, Veronica; Urra, Pamela; Diez, Maria Fernanda Cerda; Leon, Carla Becerra; Alarcon, Maria Consuelo Ramos; Cortes, Juan P.
    The discussion about the words and concepts related to autism is alive in the scholarly community, tacitly or explicitly. Contrasting ideologies linked to the medical model and neurodiversity paradigm underlie terminology referring to autism. The present proof-of-concept study conducted a critical discourse analysis of the terminology (i.e., microstructure) used to describe autism in two academic journals across four decades. Specifically, we utilized the framework provided by Bottema-Beutel et al. (2021) to analyze 35 articles published in Journal of Autism and Developmental Disorders and Autism. These articles were reviewed with a focus on terminology used to describe the concept of autism, autistic individuals, and nonautistic individuals. The main findings support the feasibility of this proof-of-concept study. They revealed a predominant use of potentially ableist language across the four decades and a slow incorporation of alternative terms usually linked with more inclusive language in the last decade. We suggest that this change has been driven by the autistic community in a process of democratizing the role of experts. Accordingly, we recommend including autistic individuals' choices to designate their community.