Núcleo Disca

Disability and citizenship

Author Archives: Comunicaciones Núcleo DISCA

  1. Incidence of teacher reflection on the teacher’s understanding of diversity and its role in the transition to inclusive education

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    Summary:  

    This research focuses on the inclusion of people with disabilities in higher education. It proposes that reflective teaching is a tool for transitioning from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes faculty perspectives on integration and inclusion, employing focus groups to gather information. The results show that the majority of faculty members favor an integrative approach, although they acknowledge the difficulties in implementing inclusion. Academics highlight the importance of curriculum adaptation, flexible methodologies, and universal learning design to facilitate the participation of students with disabilities in higher education. The analyses also reveal the constant need for faculty to adapt, which creates additional pressure, especially for those adhering to an inclusive approach. Faculty members must ground their reflection in the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of faculty and students, thus ensuring a fair and equitable educational environment for all.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in English.

  2. Strategies to promote dignified and feminist academia: some collaborative reflections from Chile

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    Points of interest:

    • The COVID-19 pandemic highlighted and deepened gender inequalities in academia, especially affecting women scholars. This context led to the creation of the Feminist Network of the Social Sciences in Chile.
    • The Feminist Network of the Social Sciences aims to promote a feminist and dignified academia, centered on gender equality as a fundamental human right and as a core principle in the production and access to knowledge.
    • The research is based on self-training activities, critical reflection, and collective discussion carried out by this Network between the second half of 2021 and the first half of 2022, following a collaborative feminist approach.
    • Strategies are proposed to promote a decentralized, decolonial, and feminist academia, structured around four key pillars:
      1. Equity and justice in the production of knowledge;
      2. Dignified working conditions;
      3. Work environments free of harassment;
      4. Democratization of access to knowledge.
    • These strategies may have practical applications, such as use by academic institutions seeking structural change, as pedagogical material in gender-focused social science courses, or as a tool for collective reflection to foster new inclusive dynamics.
    • Although the focus is on women in academia, the proposals are recognized as relevant for other marginalized groups (e.g., based on class, ethnicity, territory, or disability). The article is presented as an open contribution to the academic community, aimed at promoting structural change through concrete practices.

     

    Notes:

    • The following summary was prepared by Núcleo Milenio DISCA and is based exclusively on the original publication. Therefore, it should not be used for citations or references.
    • This article was originally published in English.

  3. La Emoción de Crear: artes, aprendizaje socioemocional y discapacidad [The Emotion of Creating: Arts, Social-Emotional Learning and Disability]

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    Summary:

    This book presents didactic proposals for developing socio-emotional learning of people with cognitive disabilities through the arts in both educational environments and public spaces, along with a theoretical segment that expands knowledge on this topic. The attractive illustrations by Carlos Denis, the didactic material to print and the audiovisual content support consolidate an educational, interactive and creative text that is a key contribution for various professionals in the world of health, art, among others. It has been developed by a group of national and international specialists in socio-emotional development, arts, education and disability, led by professors Victor Romero Rojas and Macarena Lizama Calvo, together with the team of the UC Down Syndrome Center and the Mawen Foundation. “The emotion of creating” is an invitation to carry out with emotion every stroke, every body phrase, every musical piece and every role performance so that we are aware of how from each interaction we enhance the development of socio-emotional learning. When we consider the value of each participant and make reasonable adjustments, social participation becomes an opportunity for change towards well-being that guarantees a better quality of life for all people.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This book is available in digital format and can be purchased from Ediciones UC.
    • This book was originally published in Spanish.

  4. Are children under five with disabilities’ educational rights acknowledged and supported in Chile?

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    Points of interest:

    • Between 2015 and 2023, the number of students with autism enrolled in the School Integration Program (PIE) in Chile increased by over 1,000%, revealing greater detection but also significant challenges for the inclusive education system
    • There are no clear records of children under the age of five with disabilities, which hinders the design of early and adequate public policies and intervention strategies.
    • There is weak interconnection between public institutions. The lack of coordination and clarity on which institution administers and manages records creates obstacles to accessing reliable data and developing evidence-based legislation.
    • The voluntary nature of the National Disability Registry (RND) and the lack of strategies to promote its use—such as guaranteeing anonymity and access to benefits—contribute to under-registration, particularly in early childhood.
    • Effective educational inclusion must begin in early childhood through early detection and intervention, as the first years are critical for development. This requires political will, resource mobilization, and a multisectoral approach.

     

    Notes:

    • The following summary was prepared by Núcleo Milenio DISCA and is based exclusively on the original publication. Therefore, it should not be used for citations or references.
    • This article was originally published in English.

  5. Access to general health care among people with disabilities in Latin America and the Caribbean: a systematic review of quantitative research

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    Summary:

    In Latin America and the Caribbean (LAC), there are 85 million people with disabilities (PwD). They often experience barriers accessing healthcare and die, on average, 10-20 years earlier than those without disabilities. This study aimed to systematically review the quantitative literature on access to general healthcare among PwD, compared to those without disabilities, in LAC. A systematic review and narrative synthesis was conducted. We searched in EMBASE, MEDLINE, LILACS, MedCarib, PsycINFO, SciELO, CINAHL, and Web of Science. Eligible articles were peer-reviewed, published between January 2000 and April 2023, and compared healthcare access (utilization, coverage, quality, affordability) between PwD and without disabilities in LAC. The search retrieved 16,538 records and 30 studies were included, most of which had a medium or high risk of bias (n = 23; 76%). Overall, the studies indicated that PwD use healthcare services more than those without disabilities. Some evidence indicated that women with disabilities were less likely to have received cancer screening. Limited evidence showed that health services afford-ability and quality were lower among PwD. In LAC, PwD appear to experience health inequities, although large gaps exist in the current evidence. Harmonization of disability and health access data collection is urgently needed to address this issue.

    Notes:

    • The following summary was made by Núcleo Milenio DISCA, and was based exclusively on the publication. Therefore, it cannot be used for citations and references.
    • This article was originally published in English.

  6. Accessing Sexual and Reproductive Health Services in Chile: Women with Disabilities and Their Experience with Gynaecological and Obstetric Violence

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    Points of interest:

    • The study doesn’t just look at statistics; it uses a feminist phenomenological approach.
    • This means it prioritizes the lived experience and the “first-person” perspective of the women, acknowledging that their bodies are not just medical subjects but sites where gender and disability intersect.

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based solely on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in English.

  7. La lectura fácil como herramienta para el acceso a la justicia de las personas con discapacidad intelectual y del desarrollo en América Latina [Easy reading as a tool for access to justice for people with intellectual and development disabilities in Latin America]

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    Points of interest:

    • Easy-to-Read as a Solution: This research proposes adapting texts into Easy-to-Read format as an urgent practice to reduce the inequality gap and ensure that this group can make their own decisions and exercise their rights on equal terms.
    • The author emphasizes that support mechanisms are tangible ways to guarantee effective participation. This includes eliminating legal guardianship and replacing it with supported decision-making models.
    • Significant obstacles are identified, such as physical, communicative, and attitudinal barriers within the judicial system.

    Notes:

    • The following summary was prepared by the Millennium Nucleus for People with Disabilities (DISC) and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in Spanish.

  8. Sin detección, sin denuncia y sin proceso: la vulneración de derechos de niñas y niños con discapacidad intelectual en Chile [Undetected, unreported and unprosecuted: the violation of the rights of children with intellectual disabilities in Chile]

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    Summary:

    Speaking of Children and Adolescents (CNA) instead of the generic term “child” to refer to the diverse individuals within this group, or beginning to speak of childhoods in the plural, is a step forward in recognizing the diversity of voices and actors. When we say that all children are subjects of rights and not objects of protection, this implies active participation in forums where issues affecting them are addressed. This principle applies to CNA with typical development, but also to CNA with disabilities, with children with intellectual disabilities (ID) being the most frequently questioned when it comes to “presuming competence.” CNA with ID are more vulnerable than their neurotypical peers to rights violations and, especially, to sexual abuse. In this chapter, we provide a review of rights, focusing on CNA with disabilities, examining the case of CNA with ID as one that requires special attention. We present a summary of the barriers to accessing justice and propose a model of conscious and respectful care that improves access to justice for this group. Future research, with numerous ethical safeguards, should examine the situation of children and adolescents with disabilities from an empirical perspective.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in Spanish.

     

  9. Participation and (Human) Occupation

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    Summary:

    This book gives occupational therapy students, science students, and practitioners a comprehensive overview of key concepts about human occupation, while also presenting a wide range of perspectives for observing and understanding the work of occupational therapy and occupational science.

    The book is composed of 40 chapters and is divided into 5 sections:

    • Section 1: Overview of Human Occupation. This section introduces the field of occupational therapy and its conceptual landscape, including different models of therapeutic practice and practical reasoning.
    • Section 2: Contemporary Perspectives on Human Occupation. Includes critical perspectives on disability and race, and the philosophical foundations of occupational science.
    • Section 3: Main Concepts. Explanations of the conceptual language of human occupation, through discussions linked to the individual, the social, the psychological, the physical, performance, and the environment.
    • Section 4: Human Occupation throughout the lifespan and its course. It encompasses the development of human occupation from childhood to old age.
    • Section 5: Domains and Types of Human Occupation. From sleep to play, from sexuality to social participation, and from education to work.

     

    With an exceptionally international scope, each chapter of this edited book includes learning objectives, key terms, summary notes, questions, and a list of additional online resources for readers. This is a comprehensive resource for anyone beginning a course in occupational therapy, clinicians seeking an accessible reference to support their practice, or occupational scientists needing access to contemporary concepts related to occupation.

    Notes: