Balance de la implementación de la Política de Educación Inclusiva de estudiantes con discapacidad en la Educación Pública Básica Regular (nivel inicial, primaria, secundaria) y Alternativa (inicial y avanzado) en la jurisdicción de la UGEL 03 de Lima Metropolitana durante el Periodo 2014 - 2016
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Fecha
2023-09-25
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Pontificia Universidad Católica del Perú
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Este trabajo analiza la implementación de la Política de Educación Inclusiva de
estudiantes con discapacidad en la Educación Pública Básica en la jurisdicción
de la UGEL 03 de Lima Metropolitana durante el periodo 2014-2016. La
metodología que se utilizó en la investigación es el enfoque cualitativo en un nivel
descriptivo. Para lo cual, se realizó entrevistas semi estructuradas a funcionarios
y especialistas del MINEDU, UGEL, así como docentes y directivos que
trabajaron en las instituciones educativas que laboraron durante el periodo de
estudio.
El balance de esta investigación pone en evidencia los principales problemas de
implementación de la política. Asimismo, las características de laimplementación
de esta política durante el periodo 2014- 2016, está más asociada a una
integración educativa más que a una educación inclusiva. No obstante, se tuvo
pequeños avances y mejoras en comparación a la década de educación inclusiva
(2003-2012).
This paper analyzes the implementation of the Inclusive Education Policy for students with disabilities in Regular and Alternative Basic Public Education in the jurisdiction of UGEL 03 of Metropolitan Lima during the 2014-2016 period. The methodology used in the research is the qualitative approach at a descriptive level. To this end, semi-structured interviews were conducted with officials and specialists from the MINEDU, UGEL, as well as teachers and managers who worked at the educational institutions that worked during the study period. The balance of this research highlights the main problems in the implementation of the policy. Also, the characteristics of the implementation of this policy during the 2014-2016 period, is more associated with an educational integration rather than an inclusive education. However, there were small advances and improvements in comparison with the decade of inclusive education (2003-2012).
This paper analyzes the implementation of the Inclusive Education Policy for students with disabilities in Regular and Alternative Basic Public Education in the jurisdiction of UGEL 03 of Metropolitan Lima during the 2014-2016 period. The methodology used in the research is the qualitative approach at a descriptive level. To this end, semi-structured interviews were conducted with officials and specialists from the MINEDU, UGEL, as well as teachers and managers who worked at the educational institutions that worked during the study period. The balance of this research highlights the main problems in the implementation of the policy. Also, the characteristics of the implementation of this policy during the 2014-2016 period, is more associated with an educational integration rather than an inclusive education. However, there were small advances and improvements in comparison with the decade of inclusive education (2003-2012).
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Educación inclusiva--Perú--Lima Metropolitana, Estudiantes con discapacidades--Perú--Lima Metropolitana, Perú--Política social