ABSTRACT
We present a review of the state of legislation on special education in Chile and a qualitative analysis of the concrete application of this regulation in regular schools with School Integration Programs. We expose that the regulations governing the integration of children with Special Educational Needs into regular classes are part of a broader legal context characterized by dispersion and little systematization, focus on accountability and lack of common criteria to facilitate their interpretation. As a result, the actors involved program the standards in a variety of ways, including addressing regulations regarding administrative and financial matters to try not to hinder inclusion in a universal way.
KEYWORDS
School legislation; Educational inclusion; Educational administration