The paper “Telepractice During Lockdown: Support Professionals’ Strategies to Sustain Inclusive Education in Chile,” led by Katherine Dinamarca, examines the strategies developed by support professionals working in Chilean schools with Inclusive Education Programs (PIE) during the COVID-19 lockdown. The study aimed to understand how these teams managed to sustain the educational continuity of students with special educational needs (SEN) in a context marked by uncertainty and the absence of clear institutional guidelines.

Based on 52 semi-structured interviews with professionals from various disciplines from public and subsidized schools across different regions, the study identifies how teams reorganized their work to provide pedagogical and emotional support remotely.

Among the main findings, the study highlights that professionals relied on creativity and their clinical training to maintain bonds with students and adapt strategies to each household’s reality. Telepractice emerged as a key tool for ensuring educational continuity, though it also revealed important challenges such as professional burnout, digital literacy gaps, and the need to redefine roles prescribed by educational policies.

The study emphasizes that the articulation between clinical and educational dimensions was essential to sustain support during the health emergency. Likewise, practices based on everyday activities (such as cooking or performing household routines) helped foster family participation and collaboration with teachers, leading to more meaningful learning experiences.

Finally, the research calls for reconsidering the role of support professionals in inclusive education, recognizing their potential to strengthen school–family relationships and promote pedagogical transformations that enhance equity and interdisciplinary collaboration within Chile’s educational system.

🔗 Read the full paper at: https://nasenjournals.onlineli...