Inclusión educativa y discapacidad desde la participación activa: investigación-acción y abordaje del Programa Modelo de Perkins en tres países latinoamericanos

Introduction: This paper presents the analysis of an experience developed through the interrelation of a well-established educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action res...

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Bibliographic Details
Main Authors:	Vázquez, María Antonia, Rodríguez-Gil, Gloria
Format:	Digital
Language:	spa
Published:	UNIVERSIDAD ANTONIO NARIÑO 2025
Subjects:	Educación inclusiva investigación-acción innovación pedagógica educación especial inclusión social Inclusive education pedagogical research innovation special education social inclusion
Online Access:	https://revistas.uan.edu.co/index.php/papeles/article/view/2198
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Summary:	Introduction: This paper presents the analysis of an experience developed through the interrelation of a well-established educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action research. This combination enabled the development of situated knowledge grounded in school practices. The research was conducted between 2023 and 2025 across 27 regular schools, special education schools, and early childhood centers in Argentina, Brazil, and Mexico, using collaborative qualitative methodologies and institutional self-assessment tools. Methodology: To collect information, semi-structured interviews, focus groups, participatory and non-participatory observation records, field notes on the monitoring of implemented change actions, analysis of school documents, and the annual application of the Perkins Quality Indicators were used. Results and Discussion: The results show significant progress in the participation of students with visual impairments, multiple disabilities, and deafblindness, as well as in professional development of teachers, active family involvement, and the consolidation of sustainable inclusive practices. Conclusions: This experience not only allowed for collective documentation and reflection on the ongoing transformations but also offered meaningful insights to strengthen more just, contextualized, and transformative educational systems in Latin America.