Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities

The school experiences of students with disabilities are an effective information resource for educational systems to become more inclusive and equitable. The objective of this work was to detect school supports, barriers and inclusion needs of students with disabilities at the Universidad Autónoma...

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Main Authors:	Espinosa-Barajas, Jeny Haideé, Llado-Lárraga, Dora María, Navarro-Leal, Marco Aurelio
Format:	Online
Language:	spa
Published:	Universidad Autónoma de Tamaulipas 2021
Online Access:	https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508
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id	oai:ojs.pkp.sfu.ca:article-1508
record_format	ojs
institution	CIENCIA UAT
collection	OJS
language	spa
format	Online
author	Espinosa-Barajas, Jeny Haideé Llado-Lárraga, Dora María Navarro-Leal, Marco Aurelio
spellingShingle	Espinosa-Barajas, Jeny Haideé Llado-Lárraga, Dora María Navarro-Leal, Marco Aurelio Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
author_facet	Espinosa-Barajas, Jeny Haideé Llado-Lárraga, Dora María Navarro-Leal, Marco Aurelio
author_sort	Espinosa-Barajas, Jeny Haideé
title	Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
title_short	Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
title_full	Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
title_fullStr	Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
title_full_unstemmed	Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
title_sort	proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities
description	The school experiences of students with disabilities are an effective information resource for educational systems to become more inclusive and equitable. The objective of this work was to detect school supports, barriers and inclusion needs of students with disabilities at the Universidad Autónoma de Tamaulipas, Victoria campus, to propose a more inclusive and equitable educational model, based on their experiences. The research design included a qualitative modality based on case studies with an explanatory perspective through grounded theory. In depth interviews were carried out with 10 students with disabilities and 10 teachers who taught classes to students with this condition. The results reflected the presence of school support in personal and social attitude, in scholarships, in support between teachers, curricular adaptations and learning strategies. School barriers were found in physical accessibility and academic structure, as well as a discriminatory attitude, ignorance of types of disabilities and their treatment, and the absence of institutional strengthening for inclusion. In addition, they showed that the University is on the road to inclusion, but requires strengthening actions for the transit, permanence and educational achievement of students with disabilities. The institutional inclusion and equity model needs to reinforce at least 8 elements to improve its efficiency: clarity in the concept, culture and inclusive spaces, flexible curriculum, teacher training, shared experiences between teachers and best practices, supervision of participation, evaluation of the educational achievement and links with the labor sector. The foregoing will make it possible to assess the diversity of needs of university students with disabilities, to grant them institutional strengthening that provides them with greater educational inclusion.
publisher	Universidad Autónoma de Tamaulipas
publishDate	2021
url	https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508
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spelling	oai:ojs.pkp.sfu.ca:article-15082021-07-30T21:35:44Z Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities Propuesta de un modelo de inclusión y equidad educativa universitaria, a partir de experiencias de estudiantes con discapacidad Espinosa-Barajas, Jeny Haideé Llado-Lárraga, Dora María Navarro-Leal, Marco Aurelio disability equity educational inclusion discapacidad equidad inclusión educativa The school experiences of students with disabilities are an effective information resource for educational systems to become more inclusive and equitable. The objective of this work was to detect school supports, barriers and inclusion needs of students with disabilities at the Universidad Autónoma de Tamaulipas, Victoria campus, to propose a more inclusive and equitable educational model, based on their experiences. The research design included a qualitative modality based on case studies with an explanatory perspective through grounded theory. In depth interviews were carried out with 10 students with disabilities and 10 teachers who taught classes to students with this condition. The results reflected the presence of school support in personal and social attitude, in scholarships, in support between teachers, curricular adaptations and learning strategies. School barriers were found in physical accessibility and academic structure, as well as a discriminatory attitude, ignorance of types of disabilities and their treatment, and the absence of institutional strengthening for inclusion. In addition, they showed that the University is on the road to inclusion, but requires strengthening actions for the transit, permanence and educational achievement of students with disabilities. The institutional inclusion and equity model needs to reinforce at least 8 elements to improve its efficiency: clarity in the concept, culture and inclusive spaces, flexible curriculum, teacher training, shared experiences between teachers and best practices, supervision of participation, evaluation of the educational achievement and links with the labor sector. The foregoing will make it possible to assess the diversity of needs of university students with disabilities, to grant them institutional strengthening that provides them with greater educational inclusion. Las experiencias escolares de estudiantes con discapacidad son un recurso efectivo de información para que los sistemas educativos se vuelvan más inclusivos y equitativos. El objetivo del presente trabajo fue detectar soportes escolares, barreras y necesidades de inclusión de estudiantes con discapacidad en la Universidad Autónoma de Tamaulipas, campus Victoria, para proponer un modelo educativo más inclusivo y equitativo, basado en sus experiencias. El diseño de la investigación incluyó una modalidad cualitativa basada en estudios de caso con una perspectiva explicativa a través de la teoría fundamentada. Se entrevistó a profundidad a 10 estudiantes con discapacidad y 10 docentes que impartieron clase a estudiantes con esta condición. Los resultados reflejaron la presencia de soportes escolares en la actitud personal y social, en las becas, en apoyo entre docentes, adaptaciones curriculares y estrategias de aprendizaje. También se encontraron barreras escolares en la accesibilidad física y la estructura académica, así como actitud discriminatoria, desconocimiento de tipos de discapacidades y su tratamiento, y la ausencia de fortalecimiento institucional para la inclusión. Además, evidenciaron que la Universidad está en el camino hacia la inclusión, pero requiere afianzar acciones para el tránsito, permanencia y logro educativo del estudiantado con discapacidad. El modelo de inclusión y equidad institucional precisa reforzar al menos 8 elementos para mejorar su eficiencia: claridad en el concepto, cultura y espacios inclusivos, currículo flexible, formación de docentes, experiencias compartidas entre docentes y mejores prácticas, supervisión en la participación, evaluación del logro educativo y vinculación con el sector laboral. Lo anterior permitirá valorar la diversidad de necesidades de estudiantes universitarios con discapacidad, para otorgarles un fortalecimiento institucional que les brinde una mayor inclusión educativa. Universidad Autónoma de Tamaulipas 2021-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508 10.29059/cienciauat.v16i1.1508 CienciaUAT; Vol. 16 No. 1. July-December 2021; 116-135 CienciaUAT; Vol. 16 No. 1: Julio-Diciembre 2021; 116-135 2007-7858 2007-7521 spa https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508/850 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508/872 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1508/889 Derechos de autor 2021 Universidad Autónoma de Tamaulipas https://creativecommons.org/licenses/by-nc-sa/4.0

Proposal of a model of inclusion and equity in university education, based on experiences of students with disabilities

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