No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay.
No a los talles únicos: inclusión educativa en aulas del Uruguay y Estados Unidos.
| 2010 | |
|
educación especial integración inclusión recursos estigma special education integration inclusion resources stigma |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/670
https://hdl.handle.net/10895/3866 |
|
| Acceso abierto |
| _version_ | 1815178712490967040 |
|---|---|
| author | Vinas-Forcade, Jennifer |
| author_facet | Vinas-Forcade, Jennifer |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Vinas-Forcade, Jennifer |
| dc.date.accessioned.none.fl_str_mv | 2023-09-13T12:56:07Z |
| dc.date.available.none.fl_str_mv | 2023-09-13T12:56:07Z |
| dc.date.none.fl_str_mv | 2010-11-30 |
| dc.description.en-US.fl_txt_mv | Abstract. The United States has become the source of new ideas about the public treatment of people with disabilities. Many countries are considering adopting policies modeled on those introduced in the United States. The idea of mainstreaming children with disabilities in schools -i.e., placing them in regular classrooms rather than providing them with special education facilities- has become widespread in the U.S. Given the transnational flow of ideas and the prestige the United States enjoys for its educational system and its treatment of citizens with disabilities, many other countries are considering following the U.S. lead. However, I argue that problems in implementing the policy and the negative consequences of mainstreaming children with disabilities in U.S. public schools would likely be aggravated if this policy was applied in less developed countries such as Uruguay, where the idea has reached the government and voices have been raised advocating the policy. In this case study, I analyze the challenges in and results of implementing the policy of mainstreaming in the United States, and then analyze likely outcomes in Uruguay, a country with fewer resources, a different culture and history, should it chose to follow the U.S. model. |
| dc.description.es-ES.fl_txt_mv | Resumen. Los Estados Unidos se han convertido en fuente de ideas sobre el tratamiento de personas con discapacidades. Muchos países están considerando adoptar políticas inspiradas en las allí iniciadas. La idea de integrar a los niños discapacitados en las escuelas –en vez de enviarlos a instalaciones específicas para la educación especial- se ha extendido en los Estados Unidos y, dado el flujo transnacional de ideas, muchos otros países están considerando seguir este modelo. Sin embargo, considero que los problemas en la implementación de estas políticas y las consecuencias negativas de la integración de los niños con discapacidades en las escuelas públicas de los Estados Unidos probablemente se agravarían de aplicar políticas similares en países menos desarrollados, como Uruguay, donde la idea ha llegado al gobierno y se han levantado voces que defienden la integración. En esta investigación, analizaré los desafíos y probables consecuencias que tendría, en Uruguay, la adhesión al modelo estadounidense. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/670 10.22235/pe.v3i1.670 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3866 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/670/664 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2010 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 3 No. 1 (2010): Páginas de Educación; 161-184 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 3 Núm. 1 (2010): Páginas de Educación; 161-184 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v3i1 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 3 N.º 1 (2010): Páginas de Educación; 161-184 |
| dc.subject.en-US.fl_str_mv | special education integration inclusion resources stigma |
| dc.subject.es-ES.fl_str_mv | educación especial integración inclusión recursos estigma |
| dc.title.none.fl_str_mv | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. No a los talles únicos: inclusión educativa en aulas del Uruguay y Estados Unidos. |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Abstract. The United States has become the source of new ideas about the public treatment of people with disabilities. Many countries are considering adopting policies modeled on those introduced in the United States. The idea of mainstreaming children with disabilities in schools -i.e., placing them in regular classrooms rather than providing them with special education facilities- has become widespread in the U.S. Given the transnational flow of ideas and the prestige the United States enjoys for its educational system and its treatment of citizens with disabilities, many other countries are considering following the U.S. lead. However, I argue that problems in implementing the policy and the negative consequences of mainstreaming children with disabilities in U.S. public schools would likely be aggravated if this policy was applied in less developed countries such as Uruguay, where the idea has reached the government and voices have been raised advocating the policy. In this case study, I analyze the challenges in and results of implementing the policy of mainstreaming in the United States, and then analyze likely outcomes in Uruguay, a country with fewer resources, a different culture and history, should it chose to follow the U.S. model. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_dbad678ba471ba6c71b06f55260b84c2 |
| identifier_str_mv | 10.22235/pe.v3i1.670 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
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| language | spa |
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| publishDate | 2010 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2010 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| spelling | Vinas-Forcade, Jennifer2010-11-302023-09-13T12:56:07Z2023-09-13T12:56:07Zhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/67010.22235/pe.v3i1.670https://hdl.handle.net/10895/3866Abstract. The United States has become the source of new ideas about the public treatment of people with disabilities. Many countries are considering adopting policies modeled on those introduced in the United States. The idea of mainstreaming children with disabilities in schools -i.e., placing them in regular classrooms rather than providing them with special education facilities- has become widespread in the U.S. Given the transnational flow of ideas and the prestige the United States enjoys for its educational system and its treatment of citizens with disabilities, many other countries are considering following the U.S. lead. However, I argue that problems in implementing the policy and the negative consequences of mainstreaming children with disabilities in U.S. public schools would likely be aggravated if this policy was applied in less developed countries such as Uruguay, where the idea has reached the government and voices have been raised advocating the policy. In this case study, I analyze the challenges in and results of implementing the policy of mainstreaming in the United States, and then analyze likely outcomes in Uruguay, a country with fewer resources, a different culture and history, should it chose to follow the U.S. model.Resumen. Los Estados Unidos se han convertido en fuente de ideas sobre el tratamiento de personas con discapacidades. Muchos países están considerando adoptar políticas inspiradas en las allí iniciadas. La idea de integrar a los niños discapacitados en las escuelas –en vez de enviarlos a instalaciones específicas para la educación especial- se ha extendido en los Estados Unidos y, dado el flujo transnacional de ideas, muchos otros países están considerando seguir este modelo. Sin embargo, considero que los problemas en la implementación de estas políticas y las consecuencias negativas de la integración de los niños con discapacidades en las escuelas públicas de los Estados Unidos probablemente se agravarían de aplicar políticas similares en países menos desarrollados, como Uruguay, donde la idea ha llegado al gobierno y se han levantado voces que defienden la integración. En esta investigación, analizaré los desafíos y probables consecuencias que tendría, en Uruguay, la adhesión al modelo estadounidense.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/670/664Derechos de autor 2010 Páginas de Educaciónhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPáginas de Educación; Vol. 3 No. 1 (2010): Páginas de Educación; 161-184Páginas de Educación; Vol. 3 Núm. 1 (2010): Páginas de Educación; 161-184Páginas de Educación ; Vol. 3 N.º 1 (2010): Páginas de Educación; 161-1841688-74681688-528710.22235/pe.v3i1reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayeducación especialintegración inclusiónrecursosestigmaspecial educationintegration inclusionresourcesstigmaNo one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay.No a los talles únicos: inclusión educativa en aulas del Uruguay y Estados Unidos.info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/38662023-09-13 09:56:07.755oai:liberi.ucu.edu.uy:10895/3866Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-13T12:56:07LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. Vinas-Forcade, Jennifer educación especial integración inclusión recursos estigma special education integration inclusion resources stigma |
| status_str | publishedVersion |
| title | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| title_full | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| title_fullStr | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| title_full_unstemmed | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| title_short | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| title_sort | No one size fits all: mainstreaming in the U.S. VS. mainstreaming in Uruguay. |
| topic | educación especial integración inclusión recursos estigma special education integration inclusion resources stigma |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/670 https://hdl.handle.net/10895/3866 |
