Special Education Teacher in Chile towards the Twenty-First Century: Paradigm shift in Professional Training

Abstract

Special Education is undergoing a process of paradigm shift, reflected in national and

international policies. The new paradigm of inclusive education challenges professional

training to redefine traditional functions of special education teachers, without losing their

professional identity. This article presents the results of a survey conducted by a university

about the projective vision of the role of these professionals towards the demands of the

XXI century. The survey questionnaire was applied to special education teachers graduated

from said university, their employers, and teacher trainers. The consultation takes

place in the context of the update of the graduate´s profile and curriculum of a university

career with a long trajectory in that institution. The findings indicate changes in teaching

practices, these require a new vision to address the training of teachers which involves

moving into the new paradigm that would allow to assume diversity in school context.