PUBLIC POLICY IN PRESCHOOL EDUCATION AND THE EXISTENCE OF SPECIAL LANGUAGE SCHOOLS IN TEMUCO, CHILE

Abstract

This paper addresses public policy in Preschool education and the existence of Special Language schools in Temuco, Chile through a theoretical analysis. A coexistence of focuses can be observed in the Chilean education system, which exposes the inconsistency in public education policy, allowing Preschool student education in regular and special education settings of the same level. The paper presents the fundamental regulations of both educational methods on an international level, a history of Preschool education in Chile and a history of the Special Language schools. The results indicate that a segregated model prevails in the public policy which differs from their statements about inclusion, it is related to several aspects such as quality of education, funding and admissions processes. This model allows educational spaces that limit the participation of boys and girls in developing their maximum potential, which prevents members of the educational community from participating and taking responsibility for the diversity in equal opportunities