Evaluación de necesidades de apoyo en universitarios con diversidad funcional de origen físico: un estudio de caso

Quiroz, Katherine Paola Domínguez; Orozco, Yina Paola Alvis; Sahagún-Navarro, Marta

doi:10.21501/22161201.3298

Cited by 1 publication

(1 citation statement)

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“…This study, in the first place, observed that students with motor functional diversity found difficulties with the lack of inclusive architectural design in the university infrastructures because most of them are not fit for all, for example, restrooms, cafeterias, second- and third-floor classrooms, and some administrative areas; this result is similar to the study by Santos et al 13 As stated by Domínguez et al ., 14 people with motor functional diversity can be independent, as long as they have the means of accessibility to achieve it. Secondly, Toutain 15 indicates that the most-common barriers to adaptation are lack of knowledge by students about the resources of the campus and the inability to know the exact number of enrolled students who have a disability; similarly, Pérez et al, 16 mention in their systematic review that these were the difficulties most stated by the participants, which shows that this problem does not only occur in our country.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

confidence: 99%