of School Integration Projects during the First Year of Primary School in Public and Subsidized-Private Establishments in the Province of Valparaíso

Abstract

The aim of this study is to analyze the municipal and subsidized private schools from the province of Valparaiso, in relation to inclusive education opportunities at the entrance point of the regular education, as it is established in the 170 School Integration Decree. A cross- sectional descriptive design was used. The results show that municipal schools include a higher number of students with Special Educational Needs (SEN) in first grade, along with an important concentration of school enrollment and a wider range of diagnoses, compared to the subsidized private sector. In the first grade, most of the SEN students present specific language disorders, followed by mild intellectual disability, and a significant number of students with transient SEN, which correspond to repeater students. The findings conclude that that greater integration in the municipal sector, over the private subsidized one, occurs at the start of formal education.