The challenge of coordination in the special school of an Integrated Center
This article explores the inherent complexity of a special education school in Uruguay, which, in addition to the challenge of being part of an Integrated Center with an art school, faces difficulties related to both internal and inter-institutional coordination for the implementation of joint inter...
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| Format: | article |
| Idioma: | espanyol |
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2026
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| Accés en línia: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4216 http://hdl.handle.net/20.500.11968/7862 |
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| Sumari: | This article explores the inherent complexity of a special education school in Uruguay, which, in addition to the challenge of being part of an Integrated Center with an art school, faces difficulties related to both internal and inter-institutional coordination for the implementation of joint interdisciplinary projects. The research was conducted through a case study approach, aiming to understand the institutional reality, its operational logics, and to identify its main issues with the objective of proposing alternative courses of action. The methodology included interviews and surveys with key stakeholders. The study revealed significant shortcomings in the area of special education, particularly in terms of infrastructure, human and material resources, and specific teacher training—shortcomings that were clearly reflected in the school under analysis and that require urgent attention. Among the principal findings are the lack of coordination spaces within special education, mismatched operational schedules with minimal overlapping hours between the two schools, absence of regulatory frameworks governing the Integrated Center model, and limited specialized training in the field. These factors significantly hinder the consolidation of a cohesive educational project. |
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