Departmental Decree No. 04-2018 approved changes in the organization of special education centers. It stipulates that initial and basic education are compulsory for children and young people with and without disabilities in regular education. Only children and young people who require significant curriculum adjustments because of their degree of disability are enrolled in special education centres. The basic training of students attending special centres is organized in two cycles of four years each. The age limit for school stay in a special education centre is 20 years. The National Pact for Education Reform (2014-2030) brought together representatives of the Dominican education system, central government institutions, the Economic and Social Council, political parties and other actors of Dominican society to agree on a common vision of Dominican education committed to gender equality and equity, attention to diversity and sustainable use of natural resources. The school is considered an easily accessible space for all, regardless of physical or other limitations. It was also agreed to develop equity instruments that promote entry and permanence in the education system, such as student transport, social protection strategies, comprehensive school health programmes and scholarships for low-income students, and measures were agreed to ensure the quality of education at all levels. The General Law on Persons with Disabilities in the Dominican Republic (2013) establishes the Department of Educational Integration to ensure education aimed at the integral development of persons with disabilities and their effective participation in society. In accordance with articles 77 to 78, the Secretariat for Higher Education, Science and Technology (SEESCYT) and the Secretariat for Public Education (SEE), in coordination with the National Council for the Disabled, are responsible for drawing up operational plans for special education and initial and in-service training of teachers, trainers and all teaching staff, as well as their inclusion in the training programmes of universities and public and private educational centres.
basic topics on disability at all levels. The General Education Act of 1997 provides that special education is a subsystem of the education system whose objective is to provide children and young people with disabilities or exceptional characteristics with the necessary degree of specialization. It offers students with disabilities training focused on the integral development of the person and vocational training that allows them to enter the world of work. It also provides “talented students with special opportunities to enhance their special abilities.” Special education guarantees recognition of the rights of persons with disabilities or exceptional characteristics. According to the same departmental regulation, special educational needs, also called specific, refer to “the help and resources that must be made available to certain children and young people who, for various reasons, whether personal, social, economic, cultural, educational or other, encounter obstacles to their learning process and participation in school”. Departmental Decree No. 04-2018 approved changes in the organization of special education centers. Clarifies that all students with special educational needs attending special education centres must have access to the current curriculum once the required curriculum adjustments are completed. The General Education Act of 1997 regulates the Dominican education system.
It stipulates that it is the duty of the State to give effect to the principle of equal educational opportunities for all, to promote policies and to provide the necessary resources for the development of educational life. It promotes equal opportunities in learning and equal opportunities in the provision of educational services. In accordance with Departmental Decree No. 03 of 2008, the programme pays particular attention to diversity as one of the fundamental axes for achieving quality and equity in education. It includes a “series of processes, actions and pedagogical measures aimed at providing adequate responses to the educational needs of children and young people with special educational needs” Departmental Decree No. 04-2018 approved changes in the organization of special education centers and amended Departmental Decree 18-2001. Article 1 states that “special education centres shall educate students with special educational needs associated with profound and multiple intellectual, motor, sensory and developmental disabilities that require significant adjustments in virtually all areas of the curriculum.” For children and adolescents with EN associated with severe and multiple disabilities, a psychoeducational assessment will be performed to determine what type of reaction is relevant. According to Departmental Decree No. 03 of 2008 amending the National Guidelines for Inclusive Education, established by Departmental Decree No. 24-2003, inclusive education means “ensuring the full participation and learning of all children, regardless of their social, cultural and individual status, through education that meets the diverse educational needs of all students”. It is “a new vision of general education aimed at achieving quality education for all, with a particular focus on those at risk of exclusion or marginalization”. One of the goals of the Ministry of Education`s 2017-2020 Strategic Plan was to strengthen teacher training and career development.
It is expected that 70 per cent of teachers in special education centres will receive training, training and updates on the inclusion of students with disabilities in regular centres. In accordance with article 81 of the General Law on Persons with Disabilities in the Dominican Republic (2013), CONADIS ensures that the Secretariat of State for Education (SEE) and the Secretary of State for Higher Education, Science and Technology (SEESCYT) provide primary, secondary and higher education centres with the necessary technology to ensure access to education and vocational training for students with disabilities. in urban and rural areas. In 2019, the MINERD approved Departmental Decree No. 33-2019, which establishes the design and implementation of gender policy as a priority. Recognizes that “the inclusive, democratic, diverse and pluralistic nature of the education system is fundamental to building an equal society free from gender prejudice and discrimination”, and that there is a need to deconstruct gender stereotypes that promote masculinity and femininity and maintain inequalities between men and women, Progress School Authority. and setbacks.” It also makes the design and implementation of a gender policy in the MINERD a priority at different levels, systems and subsystems, as well as in plans, programmes, projects and pedagogical strategies. With regard to students in vulnerable situations related to disability, the country has three official sources of information on the disabled population: the 2010 national census, ENHOGAR 2013 and ENDESA 2013. According to the MINERD Strategic Plan 2017-2020, the three sources are not comparable because they used different criteria to assess disabilities, with which statistics range from 7% to 12.4% of the population.
The Directorate-General for School Curricula and the Ministry of Education for the advancement of women ensure that the gender perspective is integrated into school curricula and national education plans, projects and policies. In addition, the Directorate of Gender and Development is responsible for ensuring the implementation of gender-sensitive education policies in the pre-university education system.