Abstract

MATAMOROS-RODRIGUEZ, Laura  and  CUBILLO-ARIAS, Bernal. Educational models in Special Education career, Universidad de Costa Rica (1996-2023). Rev. Actual. Investig. Educ [online]. 2025, vol.25, n.1, pp.99-134. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v25i1.60740.

This article responds to the need for an analysis of the curricula made by the Special Education career of the University of Costa Rica from 1996 to 2023. Its objective is to analyze the adjustments or reforms generated in the curricular by the paradigmatic changes made in the country around the study of disability from the discipline, this investigation was done between october 2023 and june 2024. Regarding methodology, it responds to a qualitative approach and used the systematized review technique Framework SALSA for the analysis of the curricula in force from 1996 to 2023 with the following categories of analysis: definitions of the discipline, student, teaching role, concept of support or aids, mode and paradigm that prevails in the curricula. It was possible, through the analysis of the information done by WORD® text processor, to locate the curricula within the medical-rehabilitative and human rights paradigms. Knowing the path the career has taken over its last twenty years allows us to establish achievements and challenges regarding the path that Special Education as a discipline should follow from now on, such as the fact that the current curriculum manages to respond in a timely manner to the changes that have arisen in the discipline and to reflect them through adjustments and improvements in terms of terminology, language and vision of the profile of the Special Education teacher. It is considered a challenge to train professionals who contribute from their disciplinary area to the construction of an Inclusive Education without distorting the object of study of the career.

Keywords : special education; inclusive education; curricula; educational model.

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