Evolving for including: Narratives of school integration programs with students with physical disabilities coordinators

Abstract

This article analyzes the narratives of 12 coordinators of school integration programs from 4 macrozones of Chile. In the voucher model, these programs emphasize the diagnoses of children with educational needs, including children with physical disabilities. We begin with a conceptual framework on inclusion in the regular classroom to delve into the qualitative narrative methodological process. The results show three narratives: the evolution of the PIE, the paradoxical role of the teacher, and the problems of subsidy in disability. All of them are strongly intertwined with the desire of the coordinators to guarantee the right to education for students with disabilities. It ends with some recommendations for disability inclusion work in schools.