Hacia Una Educación Universitaria Inclusiva: Realidad Y Retos

Abstract

RESUMEN.Es una realidad que la Convención Internacional de los derechos de las personas con discapacidad reconoce el derecho a la educación inclusiva y es una realidad que así se regula en la Ley General de derechos de las personas con discapacidad y de su inclusión social. En cuanto a la normativa nacional, la enseñanza universitaria forma parte del sistema educativo español y le es aplicable lo previsto en la legislación en materia de educación. Sin embargo, este planteamiento básico y objetivo no se corresponde con la situación en la que se encuentran los estudiantes con discapacidad y otras necesidades específicas de apoyo educativo que acceden a la Universidad. En ese sentido, el objetivo de este trabajo es realizar un análisis del sistema educativo universitario español, que nos permita hacer un diagnóstico de la realidad y de los retos pendientes para lograr una educación universitaria inclusiva. ABSTRACT. It is a reality that the International Convention on the Rights of Persons with Disabilities recognizes the right to inclusive education. This reality is regulated by the General Law on the rights of persons with disabilities and their social inclusion. It is also a fact that university education is part of the Spanish education system and the

Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos

“…Sobre esta premisa se basa el derecho a la educación inclusiva el cual debe implementarse en todas las etapas del sistema educativo, incluida la educación superior (Jaimes et al, 2009), tal y como contempla la normativa internacional como la Convención Internacional de los Derechos de las personas con discapacidad del 13 de diciembre de 2006 (Naciones Unidas, 2016) (en adelante Convención). Sin embargo, a pesar de lo objetivo de la situación planteada, la realidad del sistema educativo dista mucho de garantizar este derecho (Alcaín y Medina-García, 2017;Jaimes et al, 2009). A continuación, se centró el análisis en el contexto universitario español y colombiano en materia de inclusión y autonomía pedagógica, a través del estudio de lo recogido en trabajos teóricos, normativa y legislación, exposición de experiencias institucionales y trabajos de investigación previos.…”

Intercultural Education in the Latin America University Context

“…Thus, interculturality is today a controversial issue that has proposing dialogue and negotiation as strategies that achieve, on the one hand, the preservation of cultural identity and, on the other, that nourishes interacting subjects with new knowledge and cultural elements in the difference. [8] analyze the contributions made in Spain on inclusiveness in university education, highlighting that to achieve inclusion in the academic context, students must develop human potential and a sense of dignity, self esteem and reinforce respect for right rights, fundamental freedoms and human diversity, also highlight the importance of developing to the maximum the personality, talents and creativity of students as well as their mental and physical aptitudes, being important to enable students to achieve participation in a way effective in a free society. Krainer et al [9] assume a positive position of intercultural education as one of the bases for the construction of a multinational State, as Ecuador is currently recognized.…”

“…p between the self and the other; between us and them; but inevitably, it implies understanding the relationship between identity and otherness as an indissoluble and independent relationship. Thus, interculturality is today a controversial issue that has led to proposing dialogue and negotiation as strategies that achieve, on the one hand, the preservation of cultural identity and, on the other, that nourishes interacting subjects with new knowledge and cultural elements in the [8] analyze the contributions made in Spain on inclusiveness in university education, highlighting that to achieve inclusion in the academic context, students must develop human potential and a sense of dignity, selfesteem and reinforce respect for rights human rights, fundamental freedoms and human diversity, also highlight the importance of developing to the maximum the personality, talents and creativity of students as well as their mental and physical aptitudes, being important to chieve participation in a way [9] assume a positive position of intercultural education as one of the bases for the construction of a multinational State, as Ecuador is currently recognized. In this country, interculturality as a principle of education seeks the training and awareness of human beings committed to life, but from the recognition of the coexistence of diversity of ways of building knowledge, of ways of understanding the world, that they must enter dialogue to make a more equitable society a reality.…”

Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

“…It is not a pedagogical trend but a legal imperative sufficiently supported at the legal and regulatory level [9]. It is compulsory for the entire education system, including the university stage [10]. As Porter and Stone [11] point out, the paradigm of educational inclusion is characterized by guaranteeing equity for all students.…”