Agencia de Calidad de la Educación División de Estudios Departamento de Estudios Internacionales

Language and Literacy The main language in Chile is Spanish, and the Constitution does not recognize an official language. Almost the entire population of Chile speaks Spanish, and all national administrative documents are in Spanish. The predominant language of instruction in the national educational system from Grades 1 to 12 is Spanish. Because primary and secondary in Chile are compulsory, the country has a high literacy rate (95.7 percent of the population over age 15 can read and write).1 According to the National Institute of Statistics, 4.6 percent of the population belongs to one of the eight official ethnic groups defined in Law No. 19.253: Aimara, Mapuche, Quechuas, Rapa Nui, Atacameños, Collas, Diaguita, Kawashkar, and Yagán. The first four groups have their own languages, which currently are used by them.2 Law No.19.253 stipulates that a system of intercultural should be implemented in areas with a high Indigenous population, in order to prepare Indigenous learners to develop in an adequate way in their society of origin and in the global society.a,3 Consequently, the Ministry of Education implemented the Bilingual Intercultural Education Program, which stipulates the instruction of Indigenous languages in schools with a high level of Indigenous students. The teaching of Aimara, Mapudungun, Quechua, and Rapa Nui languages from Grades 1 to 7 is guided by a curriculum specially developed for this goal.4

Overview of the Education System The Chilean educational system is governed by the Quality Assurance System, which has the mandate of guaranteeing good quality education for all students. To achieve this, the system uses evaluation, inspection, and supervision, and the provision of guidance and constant support to every school. The system comprises the Ministry of Education, the Superintendence of Education, the National Council of Education, and the Educational Quality Agency.b,5 The Ministry of Education is the central institution of the system. Its purpose is to implement educational policy through the granting of official recognition to schools, defining regulations, providing funding, and creating and supporting educational resources, standards of learning, and pedagogical technical advice. The Superintendence of Education monitors the accomplishment of a Law No. 20.253 established rules on the protection, promotion, and development of the Indigenous peoples and created the Indigenous national development corporation . b Law No. 20.529 created El Sistema Nacional de Aseguramiento de la Calidad de la Educación Parvularia, Básica y Media y su fiscalización (The National System of Quality Assurance of Early Childhood, Primary, and and its control).

PIRLS 2016 ENCYCLOPEDIA CHILE 1 educational regulations and imposes sanctions. The National Council of Education approves and informs the national curriculum, standards of learning, and national and international assessment plans. Finally, the Education Quality Agency evaluates and monitors learning achievements and the indicators of personal and social development. It also provides guidance to the schools to foster quality education for all, reduce learning gaps, and attain more inclusive education.6 As of 2015, 11,931 schools were serving 3.5 million students in Chile. These schools are divided into groups depending on their administrative status: public schools (which account for 44.2 percent of all schools and enroll 36.9 percent of all students), private subsidized schools (50.8 percent of schools, enrolling 55.3 percent of students), and paid private schools (5 percent of schools, enrolling 7.8 percent of students). Public schools are managed by local governments (municipalities) and are funded by the state. Private subsidized schools are managed by private entities and are funded by the state; these schools can be free of charge or have a shared structure of funding in which families and the state provide funds.c Paid private schools are managed by private entities and funded exclusively by families. The Ministry of Education officially recognizes all of these educational institutions as long as they accomplish the Ministry’s requirements, and parents can choose among them for their children’s education.d,7 Chile’s current school system consists of eight years of basic education (educación básica), which combines primary and lower secondary education (Grades 1 to 8), and four years of high school (educación media), which corresponds to upper secondary education (Grades 9 to 12). Basic education starts when students are 6 years old.8 Since 2015, has become compulsory, making a total of 13 years of compulsory education. Schools offer primary and lower secondary education (basic education), upper secondary education (high school), or both (complete schooling). Some schools offer only Grades 7 to 12, and others, mainly small rural schools, offer only Grades 1 to 4 or Grades 1 to 6. Schools with upper secondary education offer humanistic-scientific education, technical professional education (vocational), or both (polyvalent). These tracks start at Grade 11, when curricula differentiate. Some schools offer specific artistic education. Schools that teach students with special needs are provided with extra human and technical resources in addition to specific knowledge and assistance.9 The Ministry of Education is responsible for developing the national curriculum, which determines the mandatory fundamental objectives and the minimum content to be taught in each grade and subject in all schools. It also develops the study plans and guides teaching. The national curriculum must be approved by the National Council of Education, which is independent from the Ministry. However, schools are free to decide how to implement the curriculum and may include additional educational objectives, content, and programs with prior approval of the Ministry of Education. In basic education (primary and lower secondary), there is one common curriculum for mathematics and c A recently passed law is intended to eliminate the payment from families in private subsidized schools. These schools will receive more public funding that must be reinvested into schools. Law No. 20.845 was implemented in 2016 and will increasingly be applied in all private subsidized schools. d Fewer public establishments (about 70) are managed under the Executive Management System (Sistema de Administración Delegada), which is administered by several corporations and nonprofit foundations.

PIRLS 2016 ENCYCLOPEDIA CHILE 2 science because all students at this level follow the same track. In upper secondary education, there is one common curriculum for Grades 9 and 10 but different curricula for Grades 11 and 12, depending on whether students follow the humanistic-scientific or technical professional track.10

Language/Reading Curriculum in the Fourth Grade Reading Policy In Chile, schools are mandated to develop reading skills and a positive attitude toward reading through guided reading in class and home reading. In fact, reading is a strand of the national curriculum of the subject language and communication, which is taught from Grades 1 to 6. The curriculum prescribes curricular bases and includes goals and objectives for the development of skills at each grade. It also includes study programs suggested by the Ministry of Education that deliver activities and evaluation indexes; these guide schools in the development of the objectives and goals that students are expected to achieve. Public and private schools that do not follow the study programs may develop their own, but it is mandatory that they are based on the national curriculum. The national curriculum states that reading skills and dialogue using writing and oral skills are fundamental. Although the curriculum does not indicate a percentage or amount of total instructional time to be devoted to reading, the goals and objectives related to reading have predominance over writing and oral skills.

Summary of National Curriculum The national curriculum establishes three axes for the subject of language and communication: Reading, Writing, and Oral Skills. In a general view, at the end of Grade 4 students should have achieved the following goals and objectives in Reading:11 • Fluently read aloud a variety of age appropriate texts:

o Pronounce the words with precision o Respect the punctuation marks o Read with adequate intonation o Read with appropriate speed for level • Understand texts applying reading comprehension strategies; for example:

o Relate the information in the text to personal experiences and knowledge o Reread what was not understood o Visualize what the text describes o Ask questions about what has been read and answer them o Underline relevant information in a text • Read and become familiar with a wide range of literature to increase knowledge of the world and develop their imagination; for example:

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Poems o o Stories o Myths o Novels o Comic books • Deepen their understanding of a narrative text:

o Extract explicit and implicit information o Determine the consequences of events or actions o Describe and compare the characters o Describe the different environments that appear in a text o Recognize the problem and the solution in a narrative o Express informed opinions on the attitudes and actions of characters o Compare different texts written by the same author • Understand poems appropriate to the level and interpret figurative language present in them • Read independently and understand nonliterary texts to broaden their knowledge of the world and form an opinion:

o Extract explicit and implicit information o Use the organizers of expository texts (e.g., titles, subtitles, indexes, glossaries) to find specific information o Understand the information provided by discontinuous texts (e.g., images, charts, tables, maps, diagrams) o Interpret idioms in figurative language o Compare information o Answer questions (e.g., Why did it happen? What is the consequence? What if…?) o Formulate an opinion on some aspect of reading o Support an opinion with information from the text or their previous knowledge • Enjoy reading through searching diverse types of texts with regularity • Frequently visit the library for various purposes (e.g., to find information, choose books, study, work, research), taking care of the material in favor of common use • Search and sort information to carry out an investigation on a topic (e.g., on the Internet or in books, newspapers, magazines, encyclopedias, atlases) • Implement strategies to determine the meaning of new words:

o Key of the text (to determine which meaning is relevant according to the context) o Roots and affixes o Ask another person o Dictionaries, encyclopedias, and the Internet

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Teachers, , and Professional Development Teacher Education Specific to Reading Primary and lower secondary education teacher certification enables teachers to teach different subjects—including language and communication—from Grades 1 to 8 (basic education). Upper secondary (Grades 9 to 12) teachers are subject specialists who may teach only the subjects in which they are specialized.12 A professional certification is mandatory for qualifying as a basic education teacher, although the certification does not require an academic degree. There are several routes to obtain the certification— via , professional institutes, or special programs within these institutions. High school (upper ) teachers may obtain their professional certification through combined teacher education programs in which they take disciplinary and pedagogical courses. Some institutions also offer a program for students who have already completed undergraduate studies in areas such as language, mathematics, and science. These programs last one to two years, and, following completion, students obtain a teacher professional certification that enables them to teach high school. In 2009, the Ministry of Education implemented a new voluntary diagnostic assessment program called Inicia for students who have finished their studies to become teachers. This assessment does not have consequences for the practice of teaching, and its immediate goal is to provide universities with feedback on how well they are educating future teachers. Nevertheless, its ultimate purpose is to enhance the overall quality of the teaching profession in Chile through the creation of guiding standards for .

Requirements for Ongoing Professional Development in Reading for Teachers The Center for Pedagogical Improvement, Experimentation, and Research (CPEIP) is the institution within the many branches of the Ministry of Education in charge of designing, implementing, and evaluating professional development policies for teachers in order to improve the quality of education in the country. One of the CPEIP programs consists of B-learning Courses, part of a series of development programs that give online courses to teachers. Run by subject specialists who give tutorials and guides to teachers, these courses provide face to face and remote classes via the Internet about one specific theme. The courses have a duration of 80 to 140 hours and target subsidized schools’ teachers and education assistants. The Programs also grant disciplinary and pedagogical specialization to basic education teachers from public and private subsidized schools. This specialization was developed by accredited Chilean universities, and CPEIP acts as a technical counterpart. Teachers from public schools are evaluated by a mandatory and formative evaluation system called Docente Más, which is administrated by CPEIP with an aim of strengthening the teaching profession and improving the quality of education. The evaluation consists of self, peer, and supervisor assessments with a portfolio assessment (including written and audiovisual materials). The results of this evaluation are provided to the assessed teachers, the school principal, the school management

PIRLS 2016 ENCYCLOPEDIA CHILE 5 team, and the school administrator (municipality). Teachers who obtain positive results on the evaluation also may take a written test of disciplinary and pedagogical knowledge about their subject and grade of teaching, and those who obtain positive results on the test receive an additional yearly allowance called variable allowance for individual performance (Asignación variable por desempeño individual). Finally, the Teaching Excellence Allowance Program (Asignación de Excelencia Pedagógica) aims to improve the quality of education by recognizing the professional excellence of teachers from public and private subsidized schools. To apply, teachers take a voluntary assessment consisting of a portfolio and a pedagogical and disciplinary test. Depending on their results, teachers may receive a bonus in addition to their incomes for a certain amount of time. Moreover, teachers who obtain distinguished results on the assessment can apply to form part of the Expert Teachers Network (Red Maestros de Maestros). This network, also launched by the Ministry of Education, aims to improve teachers’ professional careers by leveraging distinguished teachers’ capabilities to contribute to the professional development of teachers as a whole. Although these programs are delivered to the entire primary and secondary educational sector for teachers of all grades and subjects, their main goal is to develop the knowledge and skills of teachers in their areas of specialty, such as language and communication.

Reading Instruction in the Primary Grades Instructional Materials The Ministry of Education develops a school library program directed to public and subsidized schools (with private and public cofunding). The schools receive books, guidance, and training for library coordinators and teachers. The Ministry of Education also provides school libraries to public schools that facilitate access to reading materials, literary and nonliterary, and programs that promote reading inside schools. The Bibliotecas Escolares CRA (Scholar Library Center for Learning Resources) program has equipped 98 percent of public schools in the country over the last 20 years. In the same way, the Ministry of Education delivers instructional materials (textbooks) for each student in the public system and each subject, including language and communication, every year. The instructional materials include textbooks, teacher books, and complementary digital resources that provide a secondary way of accessing the textbook. In addition, the national curriculum prescribes reading materials in a wide range, and encourages teachers to select reading materials from a suggested list or from other sources. The list of suggestions for each grade can be found on each study program. Besides that list, the Ministry of Education encourages teachers to search for different types of texts (literary and nonliterary) according to the reading needs and interest of the students.

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Use of Technology

The Ministry of Education’s Center for Education and Technology promotes Information and Communications Technology (ICT) and strategies for learning based on digital resources as an important issue in education. The center was created in 1992 to develop a national education network between all public and private subsidized schools and to incorporate new technologies of information and a digital culture into the educative system. In accordance with its objective, the center has provided computers, digital learning resources, Internet access, and educational software to schools, and it has educated teachers on the use of ICT. In 2011 the first implementation of a national ICT assessment took place. To this purpose, 10,000 students in Grade 10 were assessed, and the assessment was administered in 2013 for a second time. The last results of the national ICT assessment showed that 46.9 percent of students were at the initial level, 51.3 percent of students at the intermediate level, and 1.8 percent at the advanced level.e,13 Chile also participated in IEAʼs International Computer and Information Literacy Study (ICILS) in 2013. The results showed Chilean students performed below the international average, and that ICT skills are highly correlated to socioeconomic background. The Center for Education and Technology has developed the “I Study” website, where students have free access to digital content in accordance with the national curriculum. Simulators, videos, and animations are part of the resources provided at this portal. This was in addition to the My Digital Workshops program, which provides training and digital resources to schools so they can provide extracurricular robotics workshops, audiovisual and technological brigades, and other activities and events for students in Grades 5 to 12. The national curriculum for language and communication for Grades 1 to 6 additionally includes a specific statement about the importance of integrating ICT into the learning process of students. In the same way, one of the goals and objectives of the national curriculum emphasizes the need to search for information on the Internet. Specifically, the curriculum states that “ICT is integrated into the development of the objectives and goals of the three axes of the subject (reading, writing, and oral skills). The Internet provides the ability to access all kinds of texts and it constitutes one of the essential tools for searching for information and learning how to research.”14

Role of Reading Specialists In general, classroom teachers are responsible for teaching the initial stages of reading. Special teachers and other professionals are available in some schools to support students with special needs or difficulties in reading and/or spelling.

Second Language Instruction Immigrants comprise only 2.3 percent of Chile’s population, and most of them come from other Spanish speaking countries within Latin America.15 Therefore, Chile does not have a policy for teaching Spanish to foreign students. e These statistics apply to a representative sample of 11,185 students in Grade 10 at 492 schools in all administrative units and .

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Accommodation Policies for Instruction and Testing

According to the National Policy on launched in 2005, there are two modalities of education for students with temporary or permanent special education needs: special schools and regular school integration programs. However, new trends promote integration into regular schools, rather than the proliferation of special schools. As of 2015, 5,014 schools had a school integration program.16 An inclusive school system subsidized by the state, this program provides additional support (in the context of the regular classroom) to students with temporary or permanent special education needs, favoring their presence and participation in the classroom, their achievement of learning, and an educational path. In each school, the program integrates specialist teaching support via collaborative work in the classroom; a special education grant for each student who is deemed “integrated”; educational materials and media resources; training and development; and special time to spend on evaluation, coordination, and collaborative work.f,17 When the nature and/or degree of the disability does not allow for integration into regular schools, the educational integration takes place in special schools.g,18 These schools serve students with sensory, intellectual, motor, communication, and/or relationship disabilities and specific language impairments at the early childhood, primary, and labor education levels. In 2013, there were 1,817 special schools across the country, of which 1,256 targeted students with only specific language disorders and other hearing impairments, visual impairments, motor disorders, autism spectrum disorders, and/or serious alterations in the ability to relate and communicate.19 Per the General Education Law and the Law on Equal Opportunities and Social Inclusion of People with Disabilities, from 2009 onward there have been regular assessments (adjusted versions of Simce, the national assessment system) for students with sensory disabilities in Grade 4 in some regions.20,21 As of 2013, all students with sensory disabilities in Grade 6 are externally evaluated by Simce (Sistema de Medición de la Calidad de la Educación, or Education Quality Measurement System), which provides a more complete picture of the learning achieved and its context in special education in Chile. As of 2016, language and mathematics Simce tests at the primary and lower secondary education levels are accompanied by permanent accommodations for students with special education needs (e.g., hearing or visual).

Students with Reading Difficulties Diagnostic Testing The first diagnostic testing of reading difficulties relies mainly on the school. The methods used are teacher observation and school internal assessments. In 2016, the Education Quality Agency began providing an optional progressive test for Grade 2 to be administered by schools. The Ministry of Education states that students with temporary or permanent special education needs should be f Supreme Decree No. 170 (2009) established standards to determine whether students with special education needs will benefit from subsidies for special education. g Decree No. 1, 1998 regulates Chapter II Title IV of Law No. 19.284, which establishes standards for the social integration of people with disabilities.

PIRLS 2016 ENCYCLOPEDIA CHILE 8 diagnosed both by a physician and a special education teacher in order to receive special funding.22

Diagnoses that qualify for this funding include learning disorders affecting reading.

Instruction for Children with Reading Difficulties The school system in Chile is responsible for giving equitable educational access to all students, regardless of their special characteristics or needs. Students with special education needs attend special education schools or are integrated into regular classrooms. In both cases, schools that teach students with special education needs receive extra funding.23,24 Students with special education needs, including reading learning disorders, receive support from educational psychologists and special education teachers. There also is a special curricular modification to address special needs.25

Monitoring Student Progress in Reading In Chile, the Ministry of Education and the Education Quality Agency are responsible for the continuum and periodic assessment of the educative system to improve the quality of education. The Education Quality Agency also is responsible for the annual assessment of student learning achievement and performance of educational institutions based on indicative standards referring to the national curriculum. The national assessment system assesses all schools annually in Grades 4 and 10, and every other year in Grades 6 and 8.26 The national assessment measures learning achievement in mathematics, language, science, social sciences, and indicators of personal and social development. Results are published at the school, regional, and national levels as scale scores and achievement levels (guarding individual results of students and teachers), describing what students are able to do at different cut points on the assessment’s scale. At the school level, students are individually assessed in all subjects by their teachers, and grade promotion depends on their academic results. The promotion certification of high school (upper secondary education) is given by the Ministry of Education based on student qualification informed by the schools.27

Special Reading Initiatives The Chilean government has implemented several initiatives to continue making progress in the area of literacy development. In recognition of literacy as a right and a practice that helps to reduce social and cultural gaps within the country, a National Reading Plan was created in 2015 by different public institutions. The plan promotes access to diverse practices and supports lifelong reading to enhance the development of an informed, critical, creative, reflective, and participatory population. The general objective of the plan is to “promote the exercise of the right to read, in all formats and supports, promoting and making visible the citizen participation in the implementation of the National Reading Plan and in the Regional Reading Plans.”28

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In 2016, the Education Quality Agency started the Project to Improve Reading Comprehension.

This project seeks to guide schools in teaching reading comprehension, thus narrowing socioeconomic gaps and ensuring that all students in Grade 2 can read comprehensively. The program includes professional guidance, parents’ accompaniment in the learning process, formative evaluation strategies in the classroom, and progressive evaluation. In addition to these initiatives, many other campaigns and activities in Chile promote reading among children and their families.

Suggested Readings Education Quality Agency. (2016). Agencia de Calidad de la Educación lanzó campaña de lectura para niños y niñas en verano [Education Quality Agency launched a reading campaign for children in summer]. Retrieved from http://www.agenciaeducacion.cl/noticias/agencia-de-calid-ninas-en-verano/

Education Quality Agency. (2016). ¡Atención! Certificación para estudiantes con necesidades especiales y que no hablan español para Simce 2017 [Attention! Certification for students with special needs who do not speak Spanish for Simce 2017]. Retrieved from http://www.agenciaeducacion.cl/noticias/atencion-certificacion-estudiantes- necesidades-especiales-no-hablan-espanol-simce-2017/

Education Quality Agency. (2016). Evaluación progresiva [Progressive evaluation]. Retrieved from http://www.agenciaeducacion.cl/EvaluacionProgresiva/

Education Quality Agency. (2016). Proyecto de mejoramiento de la comprensión lectora: Más y mejores oportunidades [Improving reading comprehension project: More and better opportunities]. Retrieved from http://www.agenciaeducacion.cl/noticias/proyecto-mejoramiento-la-comprension-lectora-mas-mejores- oportunidades/

Ministry of Education. (n.d.). Center for Improvement, Experimentation, and Pedagogical Research. Retrieved from http://www.cpeip.cl/

Ministry of Education. (2012). Ley 19.715 y el DFL No. 2 de Educación [Law 19.715 and the DFL No. 2 of Education]. Retrieved from https://www.leychile.cl/Navegar?idNorma=1039324&idVersion=2012-04-21

Ministry of Education, Center of Education and Technology. (n.d.). Enlaces [Links]. Retrieved from www.enlaces.cl

Ministry of Education, Curriculum and Assessment Unit. (n.d.). Bibliotecas escolares CRA [School libraries. Resource Center for Learning]. Retrieved from http://www.bibliotecas-cra.cl/

Ministry of Education, Curriculum and Assessment Unit. (n.d.). Curriculum nacional [National curriculum]. Retrieved from http://www.curriculumenlineamineduc.cl/

National Council of Culture and the Arts. (2015). Actividades [Activities]. Retrieved from http://plandelectura.gob.cl/listado-actividades/

National Council of Culture and the Arts. (2015). Plan nacional de la lectura 2015–2020 [National reading plan 2015– 2020]. Retrieved from http://plandelectura.gob.cl/somos/

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References 1 National Institute of Statistics. (2006). Retrieved from http://www.ine.cl/filenews/files/2006/septiembre/pdf/alfabetizacion.pdf

2 National Institute of Statistics. (2002). Etnias [Ethnicities]. Retrieved from http://www.ine.cl/estadisticas/sociales/etnias

3 Ministerio de Planificacion y Cooperacion. (2014). Establece normas sobre proteccion, fomento y desarrollo de los indigenas, y crea la corporcion nacional de desarrollo [Establishment of rules on the protection, promotion, and development of the Indigenous peoples, and creates the national development corporation]. Retrieved from http://www.conadi.gob.cl/documentos/LeyIndigena2010t.pdf

4 Ministry of Education, Curriculum and Assessment Unit. (2013). Lengua indígena 4° básico [Indigenous language at the 4th grade]. Retrieved from http://www.curriculumenlineamineduc.cl/605/w3-propertyvalue- 77659.html

5 Ministry of Education. (2011). Law No. 20.529, Sistema nacional de aseuramiento de la calidad de la educacion parvularia, basica y media y su fiscalizacion [Law No. 20.529, National system for assuring the quality of basic and secondary education and its supervision]. Retrieved from http://bcn.cl/1m092

6 Ministry of Education. (2011). Law No. 20.529, Sistema nacional de aseuramiento de la calidad de la educacion parvularia, basica y media y su fiscalizacion [Law No. 20.529, National system for assuring the quality of basic and secondary education and its supervision]. Retrieved from http://bcn.cl/1m092

7 Ministry of Education, Research Center. (n.d.). Informacion estadistica [Statistical information]. Retrieved from http://centroestudios.mineduc.cl/index.php?t=96&i=2&cc=2036&tm=2

8 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

9 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

10 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

11 Ministry of Education, Curriculum and Assessment Unit. (2013). Lenguaje y comunicación: Programa de estudio sexto año básico [Language and communication: Sixth grade study program]. Retrieved from http://www.curriculumenlineamineduc.cl/605/articles-18965_programa.pdf

12 Ministry of Education. (2009). Law No. 20.370, Ley General de Educación [General Law on Education]. Retrieved from http://bcn.cl/1m0i2

13 Ministry of Education, Enlaces. (2013). Results. Retrieved from www.enlaces.cl

14 Ministry of Education, Curriculum and Assessment Unit. (2013). Lenguaje y comunicación [Language and communication] (p. 35). Retrieved from http://www.curriculumenlineamineduc.cl/605/articles-21322_bases.pdf

15 Ministry of the Interior and Public Security. (2013). Migración en Chile 2005–2014 [Migration in Chile 2005– 2014]. Retrieved from http://www.extranjeria.gob.cl/media/2016/02/Anuario-Estad%C3%ADstico-Nacional- Migraci%C3%B3n-en-Chile-2005-2014.pdf

16 Ministry of Education. (2015). Educación especial [Special education]. Retrieved from www.educacionespecial.mineduc.cl

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17 Ministry of Education. (2009). Decreto No. 170, Fija normas para determinar los alumnos con necesidades educativas especiales que seran beneficarios de las subvenciones para educacion especial [Decree No. 170, establishes norms to determine the students with special educational needs that will be beneficiaries of the subsidies for special education]. Retrieved from http://bcn.cl/1m0p9

18 Ministry of Education (1998). Reglamenta capitulo II titulo IV de la ley no. 19.284 que establece normas para la integracion social de personas con discapacidad [Law No. 19.284 which establishes norms for the social integration of persons with disabilities]. Retrieved from http://bcn.cl/1oqc0

19 Ministry of Education. (2015). Educación especial [Special education]. Retrieved from www.educacionespecial.mineduc.cl

20 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

21 Ministerio de Planificación. (2010). Law No. 20.422. Igualdad de Oportunidades e Inclusión Social de Personas con Discapacidad [Equal opportunities and social inclusion of people with disabilities]. Retrieved from http://bcn.cl/1m09d

22 Ministry of Education. (2010). Decreto No. 170, Fija normas para determinar los alumnos con necesidades educativas especiales que seran beneficarios de las subvenciones para educacion especial [Decree No. 170, establishes norms to determine the students with special educational needs that will be beneficiaries of the subsidies for special education]. Retrieved from http://bcn.cl/1m0p9

23 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

24 Ministry of Education. (2010). Decreto No. 170, Fija normas para determinar los alumnos con necesidades educativas especiales que seran beneficarios de las subvenciones para educacion especial [Decree No. 170, establishes norms to determine the students with special educational needs that will be beneficiaries of the subsidies for special education]. Retrieved from http://bcn.cl/1m0p9

25 División de Educación General Unidad de Currículum. (2015). Decreto No. 83/2015, Aprueba criterios y orientaciones de adecuacion curricular para estudiantes con necesidades educativas especiales de educacion parvularia y educacion basica [Decree No. 83/2015, approves criteria and guidelines for curricular adequacy for students with special educational needs in kindergarten and primary education]. Retrieved from http://portales.mineduc.cl/usuarios/edu.especial/File/2015/Decreto%2083-2015.pdf

26 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

27 Ministry of Education. (2009). Law No. 20.370, Ley general de educación [General law on education]. Retrieved from http://bcn.cl/1m0i2

28 National Council of Culture and the Arts. (2015). Plan nacional de la lectura 2015–2020 [National reading plan 2015–2020]. Retrieved from http://plandelectura.gob.cl/wp-content/uploads/2016/12/Plan-Nacional-Lectura- web-6-12-2016.pdf

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