Narratives on the inclusion of students with physical and sensory disabilities in “School Integration Programs” in Chile
DOI:
https://doi.org/10.21814/rpe.37511Keywords:
Disability studies, Inclusion, Care, RightsAbstract
This article presents narratives about school inclusion among students with physical and sensory disabilities who attend schools with school integration projects (PIE). The inclusion of students with disabilities in regular schools is analyzed from a social studies framework of disability in education. Then the qualitative methodology is explained, with 24 cases, through a narrative analysis focused on the daily experience of students with disabilities. In the results, through a structure of facilitators and barriers to inclusion, three fundamental narratives emerge: the school as a place of care, rights-based perspective, and the possibilities of inclusive pedagogies. In the conclusions, the study limitations are analyzed, and some relevant elements and recommendations are provided to enrich the concept of inclusive education from the perspective of social studies of disability.
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Copyright (c) 2026 Monica Peña Ochoa, Valeria Breull Arancibia , Álvaro Besoain-Saldaña , Nicolás Schongut-Grollmus , Soledad Concha
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