This article presents a study exploring conceptions of future and current special education and primary school teachers about inclusive education of students with intellectual disability focusing on curriculum proposal design and evaluation within the Chilean educational context. For this purpose, a qualitative study was conducted based on focus groups. The results regarding curriculum proposal design indicate the existence of different conceptions corresponding three perspectives: special curriculum, flexible common curriculum and common curriculum without adaptations. In regard to evaluation, the findings show the presence of two main perspectives: classic evaluation model and continuous and comprehensive evaluation model. Participants refer difficulties for education adaptation as well as for developing evaluation processes attending students' diversity. The study emphasizes the importance of professional training as element that can promote inclusive education.
San Martín, C. (2012). Atención de la Diversidad en el Contexto Educativo Chileno: Concepciones del Profesorado sobre Evaluación y Diseño de la Propuesta Curricular. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10 (4), pp. 164-183.
http://www.rinace.net/reice/numeros/arts/vol10num4/art11.pdf. Consultado el (Fecha).
