Development of a model of educational practice for differential education teacher training

Abstract

Teacher  training  of  future  teachers  of  Special  Education  of  the Central  University  of  Chile,  has  had  a  significant  positive impact on the national community by promoting professional  whose base is focused on a "skills training" progressively implemented in  the  nuclei  and  subjects  that  are  taught  and  institutional stamps,  principles  and  guidelines that  transcend  and internalize through  the  different  levels  of training.  Pedagogical  Practice line  of  four  years  from  the  initial  (year  1);  Intermediate  I (Year  2):  Intermediate  II  (Year  3)  and  Professional  (year  4), seek to progressively develop the professional  role of Professor of  Special  Education,  mediator,  proactive,  interdisciplinary  and collaborative,  through  immersion  in  the  various  formal  bodies Chilean  and  non-formal  education  system;  in  special  schools  for students with  disabilities and  with specific  language  impairment and through Programs School Integration for students with and are disabled associated with  permanent  and  temporary  NEE,  reflection and analysis  of  culture,  policies  and  practices  of  the  Centers Practice.