Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students.

Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.

Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children.

This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage  = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.

The role of maternal attention-directing strategies in 9-month-old infants attaining joint engagement.

Coordinated joint engagement (CJE) is a behavioral measure used in the infant-caregiver interaction paradigm to measure joint attention. To know how mothers scaffold infant attention to prompt joint engagement states, this study attempted to determine (a) which specific maternal attention-directing strategies facilitate CJE in mother-infant interactions and (b) how attention-directing strategies precede a range of infant engagement states. Free play in 33 low-SES dyads was analyzed sequentially, a method that reveals temporal relations between the behaviors involved in an interaction. Maintaining was the only strategy that preceded CJE, and Introducing and Redirecting preceded infant Engagement with Object, Onlooking, and Supported Joint Engagement. The results point to the scaffolding role of Maintaining and the mediating role of Introducing and Redirecting maternal strategies. To understand how low-SES infants attain CJE is important given the relation between joint attention and cognitive development. Implications of the results for interventions aimed at reducing socioeconomic inequities in early cognitive development are discussed.

Aftershocks of Chile's earthquake for an ongoing, large-scale experimental evaluation.

Evaluation designs for social programs are developed assuming minimal or no disruption from external shocks, such as natural disasters. This is because extremely rare shocks may not make it worthwhile to account for them in the design. Among extreme shocks is the 2010 Chile earthquake. Un Buen Comienzo (UBC), an ongoing early childhood program in Chile, was directly affected by the earthquake. This article discusses (a) the factors the UBC team considered for deciding whether to put on hold or continue implementation and data collection for this experimental study; and (b) how the team reached consensus on those decisions. A lesson learned is that the use of an experimental design for UBC insured that the evaluation's internal validity was not compromised by the earthquake's consequences, although cohort comparisons were compromised. Other lessons can be transferred to other contexts where external shocks affect an ongoing experimental or quasi-experimental impact evaluation.