Diversidad funcional e inclusión en Instituciones de Educación Superior (IES) en Medellín

Zapata, Sandra Isabel Mejía

doi:10.16888/interd.2019.36.2.10

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…De esta manera, se amplían las comprensiones conceptuales y los consecuentes esfuerzos por generar lineamientos y prácticas cotidianas en la escuela que, aunque empiezan a involucrar otras formas de diversidad, siguen anclados directamente con la discapacidad. Esto se corrobora con las investigaciones sobre inclusión y escuela, en donde prevalecen las acepciones a la discapacidad y a las dificultades de aprendizaje (Abrahão et al, 2020;Cuadrado, 2018;Mejía, 2019;Pagán et al, 2021), aportando pistas para comprender las implicaciones en el desarrollo de niños, niñas y adolescentes con relación al rendimiento académico, la deserción escolar, el acoso escolar, la discriminación y la inequidad en las oportunidades de aprendizaje.…”

Section: íNdice De Inclusión Educativa: Aportes De La Experienciaunclassified

Educación e inclusión. Perspectivas desde la psicología educativa

2022

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El conjunto de capítulos compilados en este libro, ilustra escenarios de la educación nacional e introduce al lector a perspectivas plurales, reflexivas y críticas acerca de la inclusión educativa. Igualmente, las experiencias educativas expuestas en este libro, ofrecen aportes valiosos para generar nuevos posicionamientos teóricos, metodológicos y prácticos en el campo de la Psicología Educativa. Consideramos que este libro refleja algunas de las tensiones y desafíos de los procesos educativos y la necesidad de consolidar políticas de inclusión que promuevan el reconocimiento de la diversidad, especialmente a través del fortalecimiento de la formación docente y de las posturas académico- administrativas de las instituciones educativas para resignificar en el quehacer educativo, el sentido de “inclusión”. Los autores invitan a adoptar un enfoque de Educación e Inclusión como un diálogo y un proceso permanente que ayude a transformar aquellos imaginarios que equiparan a la diversidad con la dificultad o con la enfermedad. De este modo, se espera promover prácticas y escenarios educativos centrados que reconozcan la riqueza de dicha diversidad.

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Section: íNdice De Inclusión Educativa: Aportes De La Experienciaunclassified

Educación e inclusión. Perspectivas desde la psicología educativa

2022

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“…(4) Likewise, the universal design for learning applies the concepts of accessibility and inclusion, beyond physical environments, designing teaching and learning opportunities in ways that are varied, accessible, and attractive for all students, even those with different needs, (5) therefore, it is proposed to create new forms of access to higher education for students with diversity, potentiate ongoing and initial teacher training programs, sensitize the university community, promote participation from students in said condition, establish inclusive public policies, improve accessibility, and disseminate basic information on themes of disability and inclusion. (6) With regards to the life project, it can change when acquiring a motor functional diversity due to the impact it generates on the parental, cultural, or social roles and assimilating a new environment and these influence directly on how to deal with adaptation; (7) furthermore, the environment might not have a physical infrastructure that facilitates their mobility in the study campus, as identified by a study that obtained that only one of nine universities in Medellín (Colombia) (8) had an environment adapted to the needs of students with physical diversity, and this is why a timely adaptation should be conducted of the student to the university campus.…”

Section: Introduction Imentioning

confidence: 99%

“…With regards to the life project, it can change when acquiring a motor functional diversity due to the impact it generates on the parental, cultural, or social roles and assimilating a new environment and these influence directly on how to deal with adaptation; 7 furthermore, the environment might not have a physical infrastructure that facilitates their mobility in the study campus, as identified by a study that obtained that only one of nine universities in Medellín (Colombia) 8 had an environment adapted to the needs of students with physical diversity, and this is why a timely adaptation should be conducted of the student to the university campus.…”

Section: Introductionmentioning

confidence: 99%

Adaptation Strategies in Students with Motor Functional Diversity

Buitrago¹,

Jara²,

Pérez³

et al. 2023

Invest. Educ. Enferm.

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Objective. The work sough to know the adaptation strategies of students from Universidad del Quindío with motor functional diversity. Method. Descriptive qualitative study with a phenomenological approach. Data were collected through an in-depth interview with nine undergraduate students with moderate motor functional diversity, in face-to-face class attendance modality during the period 2022-2 at Universidad del Quindío (Colombia) with age ≥ 18 years and having scored from 20 - 40 in the Barthel index. The definition of the number of participants was conducted through theoretical saturation. Results. Seven categories emerged from the descriptive analysis of the interviews: 1) support; 2) affection; 3) life project; 4) personal growth; 5) spirituality; 6) autonomy, and 7) education. Together, they reveal important aspects on the way students have adapted to the university campus and how interpersonal relations can contribute to promoting resilience processes Conclusion. Support and affection provided by the social setting play a fundamental role in the adaptation of students with motor functional diversity, improving their mental health, generating resilience, and increasing their self-esteem. Noting that in spite of lifestyle changes after the acquisition of the diversity, the students set novel goals and develop new abilities that contribute to complying with their life project; likewise, they have set into practice and can recognize their coping mechanisms, acquiring qualities, like resilience and autonomy.

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“…When discussing educational rights, conflicts in legal contexts are observed, not only in Brazil but also in other countries such as Portugal, Medellin in Colombia, where students with disabilities require quality and dignified education (Pereira & Albuquerque, 2017;Zapata, 2019). The issue of inclusive education for people with disabilities in public higher education is also a challenge in Uruguay (Gómez & Fernández, 2018).…”

Section: Introductionmentioning

confidence: 99%

National special education policy: Scope review protocol

Lopes,

Silva,

Bistafa

et al. 2023

RSD

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This article presents the protocol for a Scoping Review on the National Special Education Policy through Decree No. 10,502, dated September 30, 2020, which establishes the creation of the National Policy on Special Education: Equitable, Inclusive, and Lifelong Learning, with legal tensions. The aim is to examine the development, scope, and clear understanding of publications in research, seeking answers in the literature about the content of publications in the field of National Special Education Policy from 2020 onwards. This is a qualitative study of a Scoping Review, following the methodology of the Manual for Evidence Synthesis by the Joanna Briggs Institute (JBI). The PCC (Population, Concept, Context) strategy will be used to define the research question and inclusion and exclusion criteria. The search and database selection strategy will be developed with the guidance of a specialist in digital search strategy and will include multiple databases such as Cumulative Index to Nursing and Allied Health Literature (CINAHL), National Library of Medicine (PubMed), SCOPUS, WEB OF SCIENCE, MEDLINE, EMBASE, Scientific Electronic Library Online (SCIELO), and Google Scholar. Descriptors and synonyms will be used according to the Health Sciences Descriptors (DeCS) and Medical Subject Headings (MeSH). This protocol has been registered on the Open Science Framework (OSF) under the DOI: 10.17605/OSF.IO/HJD3C. It is expected that this protocol will contribute to the findings regarding the national policy of Special Education in Brazil.

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Diversidad funcional e inclusión en Instituciones de Educación Superior (IES) en Medellín

Abstract: Psicóloga. Especialista en docencia investigativa universitaria, Magíster en intervenciones psicosociales. Docente investigadora en la Facultad AbstractThe main objective of this article is to present the reality evidenced in the field of higher education and the inclusive policies for

Cited by 8 publications

References 3 publications

Educación e inclusión. Perspectivas desde la psicología educativa

Educación e inclusión. Perspectivas desde la psicología educativa

Adaptation Strategies in Students with Motor Functional Diversity

National special education policy: Scope review protocol

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