Area
social Sciences
Sub-Discipline
Education Sciences
Austral University of Chile
- City: Puerto Montt,
- Commune: Puerto Montt,
- Region: Los Lagos Region
goals
GENERAL OBJECTIVE
Strengthening professional skills, through the acquisition of new knowledge and the application of tools, in problem-solving and decision-making in the field of attention to diversity in educational contexts.
SPECIFIC OBJECTIVES
1- Analyze and synthesize the main problems, challenges and projections facing the educational attention of students from an inclusive perspective.
2- Develop skills in the use of tools that promote curricular flexibility and inclusive education.
3- Develop capacities in the design of sustainable solutions considering the characteristics of the educational context to promote educational inclusion and meaningful learning.
Applicant Profile
The program is designed for Chilean and international professionals or graduates who work in or wish to work in inclusive educational settings. These include early childhood educators, teachers, psychologists, speech therapists, occupational therapists, social workers, and others involved in addressing student diversity.
Applications to postgraduate programs at the Austral University of Chile are made directly through an online application platform.
The application documents are as follows:
– Curriculum vitae: include initial training, continuing education and work experience.
– Letter of intent justifying your application to the program
– 2 Letters of recommendation
– Certificate of title and academic degree, officially certified by the institution that granted the degree or title – Transcript of grades, officially certified by the institution that granted the degree or title.
– Graduation Ranking Certificate.
– Personal interview (motivation, expectations).
Applicants who have studied abroad must submit their documents, duly apostilled, once accepted into the program. In certain cases, a Spanish language proficiency exam may be required.
Applications for regular admission will be analyzed and rated by the Program Committee, according to a rubric designed for this purpose (The evaluation rubric is presented in the annexes).
Students applying for undergraduate-master's degree programs must follow the current undergraduate-master's degree program application procedure of the Postgraduate Studies Office and the application agreement signed by the student. Starting in 2020, this procedure will be carried out electronically and online.
Student admission to the program will be annual and places will be distributed as follows: Regular admission: 15 places; Undergraduate-Master's degree linkage admission: 5 places; Minimum number of students per cohort required for program operations: 15
Graduate profile
The professional trained in the Master's Program in Attention to Diversity in Educational Contexts will have the following competencies:
1. Knowledge: Understanding current national regulations and policies related to addressing the diverse educational needs of students, such as Law 20422/2010, Decree 170/2009, Decree 83/2015, Law 21.015/2018, and Decree 67/2019; understanding the technical guidelines issued by the Ministry of Education (MINEDUC) and other international organizations to address student diversity, with an emphasis on the criteria for Universal Design for Learning, diversification of teaching, and curriculum flexibility. Furthermore, in the field of educational research, understanding research approaches and designs, and the types of applied research. Among the types of applied research, the following stand out: practical research focused on diagnoses, case studies, the innovative and creative application of an intervention proposal, action research, participatory research, and evaluative research.
2.- Skills: Skills to detect the barriers and facilitators of the educational environment that influence the development of situated learning in the macro, meso and micro educational context; skills to adapt the educational response to the needs of the student by diversifying the way of teaching, or adapting the different components of the curriculum (evaluation, resources, activities, learning outcomes); and skills to develop applied research in educational contexts in the areas of development of the program (culture, policy and educational practices).
3.- Skills: Skills to carry out collaborative work with teachers and education professionals, valuing the contribution of others and proposing actions that favor the development of meaningful learning in students who require extraordinary support; skills to take on educational challenges, seeking solutions relevant to the needs of the students.
4. Other learnings: To act flexibly in response to educational demands, taking into account other points of view and ideas; to be a facilitator of inclusion within the educational community where they carry out their activities.
Lines of investigation
The Master's Program in Attention to Diversity in Educational Contexts considers the following areas of development:
1. School Culture: This refers to the creation of a safe, welcoming, collaborative, and stimulating school community, in which each member is valued regardless of their abilities and cultural background—in other words, an inclusive school community. It involves a critical analysis of school culture with an emphasis on school coexistence and the treatment of minority groups, actions to establish positive interpersonal relationships among the different groups within the school community, and the participation of teachers, families, and students in decision-making for school improvement.
2. School Policy: This refers to the development of procedures and strategies to improve student access, retention, and graduation, especially for those requiring extraordinary educational support. This involves a critical analysis of the implementation of national public policies and regulations, considering the current challenges of inclusive education and addressing student diversity, as well as the design and application of tools that promote access, retention, and graduation for all students, regardless of their abilities, personal, social, and cultural characteristics.
3. Educational Practices: This refers to the development of classroom and extracurricular practices to overcome the barriers to learning and participation faced by students with special or extraordinary educational needs. This involves diversifying teaching methods and adapting the learning assessment system. It also includes collaborative work among teachers and other education professionals, both inside and outside the classroom, to address the diverse educational needs of students from different professional disciplines.
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