<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582025000300166</article-id>
<article-id pub-id-type="doi">10.15359/ree.29-3.20064</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas educativas de evaluación y valoración diagnóstica de estudiantes con discapacidades múltiples implementadas en escuelas especiales de Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational practices of evaluation and diagnostic assessment of students with multiple disabilities implemented in special schools in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas educativas de avaliação e valoração diagnóstica de alunos com deficiência múltiplas implementadas em escolas especiais no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Norambuena-Sandoval]]></surname>
<given-names><![CDATA[Ivette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caro-Sánchez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>3</numero>
<fpage>166</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582025000300166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582025000300166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582025000300166&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Indagar sobre las prácticas educativas utilizadas en los procesos de evaluación y valoración diagnóstica de personas en situación de discapacidades múltiples en escuelas especiales de Chile.  Método.  Se utiliza una metodología cualitativa, el proceso de recolección de información se realiza a través de entrevistas semiestructuradas individuales a 14 jefaturas de unidades técnico-pedagógicas de centros de educación especial, posteriormente se realiza un grupo focal en el que participan cuatro jefaturas de unidad técnico pedagógicas, para profundizar en aspectos procedimentales de los procesos evaluativos y valorativos diagnósticos. El corpus de las entrevistas y grupo focal fue analizado bajo la técnica de análisis de contenido, en donde se realizó el cruce de categorías de análisis entre entrevista y grupo focal.  Resultados.  Como resultados relevantes se encuentra la comprensión de la integralidad de los procesos evaluativos y valorativos diagnósticos y su relación con el diseño de planes de apoyo que respondan a las necesidades individuales de la persona, también se destaca el uso de procedimientos valorativos por sobre los evaluativos y el escaso conocimiento a nivel nacional de procedimientos e instrumentos creados para esta población.  Conclusiones.  Los procesos evaluativos y valorativos desarrollados suelen enmarcarse dentro del enfoque ecológico funcional, el que releva la importancia de la funcionalidad del proceso y de la información recabada, además de situar tanto el proceso como los resultados en los contextos de desarrollo del estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This study examines the educational practices employed in evaluation and diagnostic assessment processes for individuals with multiple disabilities in special schools in Chile.  Method.  A qualitative methodology is used. Data were collected through individual semi-structured interviews with 14 heads of technical-pedagogical units in special education centers. Subsequently, a focus group was conducted with four additional unit heads to deepen the analysis of procedural aspects related to evaluative and diagnostic assessment processes. The interview and focus-group corpus was analyzed using the content analysis technique, which involved cross-referencing analytical categories between the interview and the focus group.  Results.  Relevant results include an understanding of the comprehensiveness of the evaluative and diagnostic assessment processes and their relationship with the design of support plans tailored to each individual&#8217;s needs. Participants also highlighted the predominance of diagnostic assessment processes over evaluative ones, as well as the limited national-level knowledge of procedures and instruments specifically developed for this population.  Conclusions.  The evaluative and diagnostic assessment processes developed are usually framed within the functional ecological approach, which highlights the importance of the functionality of the process and the information collected, in addition to placing both the process and the results within students&#8217; developmental contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Investigar as práticas educativas utilizadas nos processos de avaliação e valoração diagnóstica de pessoas com deficiências múltiplas em escolas especiais no Chile.  Método.  Adotou-se uma metodologia qualitativa. O processo de coleta de informações foi realizado por meio de entrevistas individuais semiestruturadas com 14 chefes de unidades técnico-pedagógicas de centros de educação especial, posteriormente foi realizado um grupo focal com a participação de quatro chefes de unidade técnico-pedagógicas, com o intuito de aprofundar aspectos procedimentais dos processos diagnósticos avaliativos e valorativos diagnósticos. O corpus das entrevistas e do grupo focal foi analisado mediante a técnica de análise de conteúdo, onde as categorias de análise foram cruzadas entre a entrevista e o grupo focal.  Resultados.  Os resultados relevantes incluem a compreensão da abrangência dos processos avaliativos e valorativos diagnósticos e sua relação com o desenho de planos de apoio que respondam às necessidades individuais da pessoa. Também se evidencia a predominância de procedimentos valorativos sobre os avaliativos e o escasso conhecimento, em nível nacional, acerca dos procedimentos e instrumentos desenvolvidos para essa população.  Conclusões.  Os processos avaliativos e valorativos desenvolvidos tendem a enquadrar-se na abordagem ecológico-funcional, que destaca a importância da funcionalidade do processo e das informações coletadas, além de situar tanto o processo quanto os resultados nos contextos de desenvolvimento do aluno.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[discapacidades múltiples]]></kwd>
<kwd lng="es"><![CDATA[centros de educación especial]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[multiple disabilities]]></kwd>
<kwd lng="en"><![CDATA[special education centers]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[deficiência múltipla]]></kwd>
<kwd lng="pt"><![CDATA[centros de educação especial]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arthur-Kelly]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Foreman]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Bennett]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pascoe]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interaction, inclusion and students with profound and multiple disabilities: Towards an agenda for research and practice]]></article-title>
<source><![CDATA[Journal of Research in Special Educational Needs]]></source>
<year>2008</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>161-6</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<collab>Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD)</collab>
<source><![CDATA[Discapacidad intelectual. Definición, clasificación y sistemas de apoyo]]></source>
<year>2011</year>
<publisher-name><![CDATA[Alianza Editorial]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blaha]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Calendarios para estudiantes con múltiples capacidades incluido sordoceguera]]></source>
<year>2003</year>
<publisher-name><![CDATA[Rotagraf]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coffey]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Atkinson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Encontrar el sentido a los datos cualitativos. Estrategias complementaris de investigación]]></source>
<year>2003</year>
<publisher-name><![CDATA[Editorial Universidad de Antioquia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<collab>Colectivo de maestros de Alberta, Canadá</collab>
<article-title xml:lang=""><![CDATA[Evaluación y valoración del desempeño por criterios en el salón de clases]]></article-title>
<source><![CDATA[Revista de Educación y Pensamiento]]></source>
<year>2010</year>
<volume>15</volume>
<numero>17</numero>
<issue>17</issue>
<page-range>103-12</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Donoso Araya]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sordoceguera y necesidades educativas múltiples en Chile. Discapacidad múltiple]]></source>
<year>2012</year>
<publisher-name><![CDATA[Editorial Académica Española]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flick]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a la investigación cualitativa]]></source>
<year>2007</year>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores Ocampo]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La importancia de la evaluación para la mejora de la educación y así obtener calidad educativa]]></article-title>
<source><![CDATA[Revista Atlante: Cuadernos de Educación y Desarrollo]]></source>
<year>2017</year>
<numero>9</numero>
<issue>9</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foreman]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Arthur-Kelly]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pascoe]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Smyth King]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluating the educational experiences of students with profound and multiple disabilities in Inclusive and Segregated Classroom Settings: An Australian Perspective]]></article-title>
<source><![CDATA[Research &amp; Practice for Persons with Severe Disabilities]]></source>
<year>2004</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>183-93</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godoy Mendoza]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Figueroa Reguera]]></surname>
<given-names><![CDATA[M. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sistemas aumentativos y alternativos de comunicación]]></source>
<year>2020</year>
<publisher-name><![CDATA[Editex]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Grisham-Brown]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transdisciplinary activity assessment for young children with multiple disabilities]]></article-title>
<source><![CDATA[Young Exceptional Children]]></source>
<year>2000</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3-10</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guevara]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Guía de discapacidad múltiple y sordoceguera para personal de la educación especial]]></source>
<year>2011</year>
<publisher-name><![CDATA[Sense International]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández Sampieri]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández Collado]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista Lucio]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación]]></source>
<year>2010</year>
<edition>5</edition>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Horn]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Parks]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[An]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inclusive special education for young learners with severe and multiple disabilities]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Obiakor]]></surname>
<given-names><![CDATA[F. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakken]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Special eduation ffor young learners with disabilities]]></source>
<year>2019</year>
<volume>4</volume>
<page-range>119-37</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hunt]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[McDonnell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Crockett]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconciling an ecological curricular framework focusing on quality of life outcomes with the development and instruction of standards based academic goals]]></article-title>
<source><![CDATA[Research and Practice for Persons with Severe Disabilities]]></source>
<year>2012</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>139-52</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Arthur-Kelly]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[UNESCO inclusion policy and the education of school students with profound intellectual and multiple disabilities: Where to now?]]></article-title>
<source><![CDATA[Creative Education]]></source>
<year>2014</year>
<volume>5</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>445-56</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Cassebohm]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Curriculum development for students with profound intellectual and multiple disabilities: How about a quality of life focus?]]></article-title>
<source><![CDATA[Special Education Perspectives]]></source>
<year>2011</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>24-39</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Cassebohm]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The education of australian school students with the most severe intellectual disabilities. Where have we been and where could we go? A discussion primer]]></article-title>
<source><![CDATA[Australasian Journal of Special Education]]></source>
<year>2012</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>79-95</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McKenzie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moodley]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Stofile]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconceptualising teacher education for teachers of learners with severe to profound disabilities]]></article-title>
<source><![CDATA[International Journal of Inclusive Education]]></source>
<year>2023</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>205-20</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación de Chile (MINEDUC)</collab>
<source><![CDATA[Decreto 170. Fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiarios de las subvenciones para educación especial]]></source>
<year>2010</year>
<publisher-name><![CDATA[Biblioteca del Congreso Nacional de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<collab>Ministerio de Educación de Chile (IMINEDUC)</collab>
<source><![CDATA[Guía: Educación para la transición: Orientaciones técnico pedagógicas y de gestión institucional para favorecer la transición hacia una vida adulta activa de estudiantes que presentan necesidades educativas especiales múltiples en el tramo comprendido entre los 14 y 26 años de edad cronológica]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación de Chile (MINEDUC)</collab>
<source><![CDATA[Orientaciones para escuelas especiales que educan a estudiantes con discapacidad, discapacidad múltiple y sordoceguera]]></source>
<year>2019</year>
<publisher-name><![CDATA[DEG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muñoz Quezada]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Lucero Mondaca]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Atención psicológica en estudiantes con retos múltiples: Algunas sugerencias metodológicas]]></article-title>
<source><![CDATA[Límite. Revista Interdisciplinaria de Filosofía y Psicología]]></source>
<year>2011</year>
<volume>6</volume>
<numero>23</numero>
<issue>23</issue>
<page-range>57-72</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Prieto Rodríguez]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[March Cerdá]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Paso a paso en el diseño de un estudio mediante grupos focales]]></article-title>
<source><![CDATA[Atención Primaria]]></source>
<year>2002</year>
<volume>29</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>366-77</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferioli]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Fava]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nassif]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Cipollone]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prácticas educativas facilitadoras de aprendizajes de niños con discapacidad múltiple y sordoceguera]]></article-title>
<source><![CDATA[Anuario Digital de Investigación Educativa]]></source>
<year>2020</year>
<numero>3</numero>
<issue>3</issue>
<page-range>194-207</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Manual: Matriz de comunicación]]></source>
<year>2006</year>
<publisher-name><![CDATA[Oregon Health and Science University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salas González]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz Quezada]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enfoque ecológico funcional en una escuela especial de discapacidades múltiples. Pontificia Universidad Católica de Valparaíso]]></article-title>
<source><![CDATA[Revista Perspectiva Educacional: Formación de Profesores]]></source>
<year>2017</year>
<volume>56</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>70-91</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serbia]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diseño, muestreo y análisis en la investigación cualitativa]]></article-title>
<source><![CDATA[Hologramática]]></source>
<year>2007</year>
<volume>3</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>123-46</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Valoración funcional en niños y niñas con multidiscapacidad o sordoceguera]]></article-title>
<source><![CDATA[Alteridad, Revista de Educación]]></source>
<year>2011</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>136-44</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vives Varela]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hamui Suttton]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La codificación y categorización en la teoría fundamentada, un método para el análisis de los datos cualitativos]]></article-title>
<source><![CDATA[Investigación en educación médica]]></source>
<year>2021</year>
<volume>10</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>97-104</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wessels]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Putten]]></surname>
<given-names><![CDATA[A. A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Paap]]></surname>
<given-names><![CDATA[M. C. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inventory of assessment practices in people with profound intellectual and multiple disabilities in three European countries]]></article-title>
<source><![CDATA[Journal of Applied Research in Intellectual Disabilities: JARID]]></source>
<year>2021</year>
<volume>34</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1521-37</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Westermeier Abusleme]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Tenorio Eitel]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las interacciones entre los profesionales que integran los gabinetes técnicos de escuelas especiales que atienden a estudiantes con discapacidad múltiple. Un estudio colectivo de casos en la comuna de Valdivia, Región de los Ríos]]></article-title>
<source><![CDATA[Revista de Estudios y Experiencias en Educación]]></source>
<year>2018</year>
<volume>17</volume>
<numero>33</numero>
<issue>33</issue>
<page-range>59-80</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
