Migration and temporary special educational needs

Abstract

The article reflects on the psychosocial needs of migrant children and adolescents in Chile, highlighting both the lack of institutional resources and the insufficient coordination between the education system and the child protection system. Although migration has increased significantly, with a considerable number of boys and girls of migrant origin (both with and without parental accompaniment), special education regulations and the definition of special educational needs have not evolved to address the specific requirements that arise from migratory trajectories. The literature shows that key aspects—such as language barriers, periods without schooling, the absence of parental care, the exercise of progressive autonomy, and the transition to adult life—are not adequately considered in the legislation that defines a transitory educational need. In response, the article proposes an interdisciplinary approach and engages with conceptual frameworks from occupational therapy and sociology, emphasizing the importance of adaptation, equitable access to supports, and occupational justice. It also calls for the development of public policies and pedagogical guidelines that recognize diverse migratory experiences and ensure inclusive, timely, and culturally responsive educational responses.

Keywords:
International Migration; Special Education; Occupational Therapy