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Inclusion strategies in school recess: the case of Chilean public schools

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No. 14 (2025): Enero-Julio
https://doi.org/10.5354/2452-5014.2025.77618

Abstract

The objective of this research was to learn about the strategies implemented by public schools regarding the inclusion of students with special educational needs (SEN) during recess, as well as to show how three public schools in south-central of Chile guide and support students with disabilities in this space within the school. The research is qualitative, interpretative and phenomenological. The analysis of the results was through a three-level categorized systematization matrix, supported by the literature research related to the objective of the study. As mentioned, it was concluded that the School Integration Program presents a good initiative allowing inclusive work within schools, despite this, it does not provide the necessary tools when facing school recess, leaving in evidence the shortage in the infrastructure of the establishments and the lack of capital.

Keywords:

school recess, inclusion, special education needs

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How to Cite
Castillo-Retamal, F., Albornoz-Pavez, C., González-Arellano, D., Flores-Cáceres, C., Beccera-Castro, K., & Becerra-Castro, J. (2025). Inclusion strategies in school recess: the case of Chilean public schools. Revista Saberes Educativos, (14), 1–27. https://doi.org/10.5354/2452-5014.2025.77618
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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