Inclusión educativa y discapacidad desde la participación activa: investigación-acción y abordaje del Programa Modelo de Perkins en tres países latinoamericanos.
Saved in:
| Title: | Inclusión educativa y discapacidad desde la participación activa: investigación-acción y abordaje del Programa Modelo de Perkins en tres países latinoamericanos. |
|---|---|
| Alternate Title: | Inclusive Education and Disability through Active Participation: Action Research and the Implementation of the Perkins Model Program in Three Latin America Countries. |
| Authors: | Antonia Vázquez, María1 mary.vazquez@perkins.org, Rodríguez-Gil, Gloria2 gloria.rodriguez@perkins.org |
| Source: | Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño. jul-dic2025, Vol. 17 Issue 34, p1-25. 25p. |
| Subject Terms: | *Inclusive education, *Disabilities, *Educational programs, Community-based participatory research, Vision disorders, Latin Americans, Participation |
| Geographic Terms: | Mexico, Latin America, Brazil, Argentina |
| Abstract (English): | Introduction: This paper presents the analysis of an experience developed through the interrelation of a wellestablished educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action research. This combination enabled the development of situated knowledge grounded in school practices. The research was conducted between 2023 and 2025 across 27 regular schools, special education schools, and early childhood centers in Argentina, Brazil, and Mexico, using collaborative qualitative methodologies and institutional self-assessment tools. Methodology: To collect information, semi-structured interviews, focus groups, participatory and non-participatory observation records, field notes on the monitoring of implemented change actions, analysis of school documents, and the annual application of the Perkins Quality Indicators were used. Results and Discussion: The results show significant progress in the participation of students with visual impairments, multiple disabilities, and deafblindness, as well as in professional development of teachers, active family involvement, and the consolidation of sustainable inclusive practices. Conclusions: This experience not only allowed for collective documentation and reflection on the ongoing transformations but also offered meaningful insights to strengthen more just, contextualized, and transformative educational systems in Latin America. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: este artículo presenta el análisis de una experiencia desarrollada en la interrelación entre una estrategia de acción educativa consolidada, el Abordaje de Programa Modelo (APM) impulsado por Perkins School for the Blind (Perkins), y un proceso sistemático de investigación-acción participativa (IAP), que permitió generar conocimiento situado a partir de las prácticas escolares. La investigación se llevó a cabo entre 2023 y 2025 en 27 escuelas regulares, especiales y centros de primera infancia de Argentina, Brasil y México, mediante metodologías cualitativas colaborativas y herramientas de autoevaluación institucional. Metodología: para la recolección de información, se utilizaron entrevistas semiestructuradas, grupos focales, registros de observación participativa y no participativa, registros de campo sobre seguimiento de acciones de cambio implementadas, análisis de documentos escolares y la aplicación anual de los indicadores de calidad de Perkins. Resultados y discusión: los resultados evidencian avances relevantes en el desarrollo profesional docente, la participación activa de las familias, de estudiantes con discapacidad visual (DV), sordoceguera (SC) o discapacidad múltiple (DM), y la consolidación de prácticas inclusivas sostenibles. Conclusiones: esta experiencia no solo permitió documentar y reflexionar colectivamente sobre las transformaciones en curso, sino que también ofrece aprendizajes significativos para fortalecer sistemas educativos más justos, contextualizados y transformadores en América Latina. [ABSTRACT FROM AUTHOR] |
| Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191162623 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Inclusión educativa y discapacidad desde la participación activa: investigación-acción y abordaje del Programa Modelo de Perkins en tres países latinoamericanos. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Inclusive Education and Disability through Active Participation: Action Research and the Implementation of the Perkins Model Program in Three Latin America Countries. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Antonia+Vázquez%2C+María%22">Antonia Vázquez, María</searchLink><relatesTo>1</relatesTo><i> mary.vazquez@perkins.org</i><br /><searchLink fieldCode="AR" term="%22Rodríguez-Gil%2C+Gloria%22">Rodríguez-Gil, Gloria</searchLink><relatesTo>2</relatesTo><i> gloria.rodriguez@perkins.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Papeles%3A+Revista+de+la+Facultad+de+Educación+Universidad+Antonio+Nariño%22">Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño</searchLink>. jul-dic2025, Vol. 17 Issue 34, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink><br /><searchLink fieldCode="DE" term="%22Vision+disorders%22">Vision disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+America%22">Latin America</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction: This paper presents the analysis of an experience developed through the interrelation of a wellestablished educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action research. This combination enabled the development of situated knowledge grounded in school practices. The research was conducted between 2023 and 2025 across 27 regular schools, special education schools, and early childhood centers in Argentina, Brazil, and Mexico, using collaborative qualitative methodologies and institutional self-assessment tools. Methodology: To collect information, semi-structured interviews, focus groups, participatory and non-participatory observation records, field notes on the monitoring of implemented change actions, analysis of school documents, and the annual application of the Perkins Quality Indicators were used. Results and Discussion: The results show significant progress in the participation of students with visual impairments, multiple disabilities, and deafblindness, as well as in professional development of teachers, active family involvement, and the consolidation of sustainable inclusive practices. Conclusions: This experience not only allowed for collective documentation and reflection on the ongoing transformations but also offered meaningful insights to strengthen more just, contextualized, and transformative educational systems in Latin America. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción: este artículo presenta el análisis de una experiencia desarrollada en la interrelación entre una estrategia de acción educativa consolidada, el Abordaje de Programa Modelo (APM) impulsado por Perkins School for the Blind (Perkins), y un proceso sistemático de investigación-acción participativa (IAP), que permitió generar conocimiento situado a partir de las prácticas escolares. La investigación se llevó a cabo entre 2023 y 2025 en 27 escuelas regulares, especiales y centros de primera infancia de Argentina, Brasil y México, mediante metodologías cualitativas colaborativas y herramientas de autoevaluación institucional. Metodología: para la recolección de información, se utilizaron entrevistas semiestructuradas, grupos focales, registros de observación participativa y no participativa, registros de campo sobre seguimiento de acciones de cambio implementadas, análisis de documentos escolares y la aplicación anual de los indicadores de calidad de Perkins. Resultados y discusión: los resultados evidencian avances relevantes en el desarrollo profesional docente, la participación activa de las familias, de estudiantes con discapacidad visual (DV), sordoceguera (SC) o discapacidad múltiple (DM), y la consolidación de prácticas inclusivas sostenibles. Conclusiones: esta experiencia no solo permitió documentar y reflexionar colectivamente sobre las transformaciones en curso, sino que también ofrece aprendizajes significativos para fortalecer sistemas educativos más justos, contextualizados y transformadores en América Latina. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191162623 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.54104/papeles.v17n34.2198 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Disabilities Type: general – SubjectFull: Educational programs Type: general – SubjectFull: Community-based participatory research Type: general – SubjectFull: Vision disorders Type: general – SubjectFull: Latin Americans Type: general – SubjectFull: Participation Type: general – SubjectFull: Mexico Type: general – SubjectFull: Latin America Type: general – SubjectFull: Brazil Type: general – SubjectFull: Argentina Type: general Titles: – TitleFull: Inclusión educativa y discapacidad desde la participación activa: investigación-acción y abordaje del Programa Modelo de Perkins en tres países latinoamericanos. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Antonia Vázquez, María – PersonEntity: Name: NameFull: Rodríguez-Gil, Gloria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul-dic2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01230670 Numbering: – Type: volume Value: 17 – Type: issue Value: 34 Titles: – TitleFull: Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño Type: main |
| ResultId | 1 |
