Apoyos para la Calidad de Vida de Escolares con y sin Discapacidad: Revisión de Literatura

Abstract

Actualmente, existe consenso sobre la necesidad de adoptar enfoques de apoyos alineados con la mejora de la calidad de vida, y así favorecer la inclusión de los estudiantes con discapacidad, desde una óptica de derechos y justicia social. No obstante, son escasos los trabajos que diseñen y orienten los apoyos a este fin, volviéndose necesario profundizar en las evidencias disponibles, y así proveer referencias y directrices al respecto. El objetivo fue realizar una revisión sobre los apoyos que se implementan con un enfoque de calidad de vida en contextos escolares ordinarios, identificando la naturaleza de los apoyos, su vinculación y características. Se realizó una revisión sistemática de literatura publicada en el periodo 2008-2018 en las bases ERIC, PsycINFO, ProQuest Central y Scielo. Los hallazgos confirman la escasez de trabajos orientados, implícita o explícitamente, a la mejora de la calidad de vida, lo que es aún más evidente en niveles educativos secundarios. Se discuten posibles implicaciones para la investigación y la práctica en el desarrollo de marcos integradores que alineen derechos, apoyos y calidad de vida, y fomenten las oportunidades de inclusión.

Actitudes docentes frente al estudiantado con discapacidad: una revisión de literatura

“…La educación inclusiva es uno de los ideales de los sistemas educativos alrededor del mundo en la actualidad (Soto, 2007;Angenscheidt & Navarrete, 2017;Beltrán et al, 2015;Amor et al, 2021), pues existe un consenso de que uno de los mecanismos más eficientes para desarrollar una sociedad justa y equitativa se origina en procesos educativos en el marco de una escuela inclusiva, diversa y de calidad (UNESCO, 1994, Sánchez-Gómez et al, 2020. En esta medida, organismos internacionales y gobiernos de varios países plantean acuerdos, leyes y decretos que propenden por el establecimiento de prácticas educativas inclusivas acordes a los derechos de todas las personas (Soto, 2007;Novo-Corti et al, 2015;Mora et al, 2020;Baez & D' Ottavio, 2020).…”

Examining the Suitability of the List of Indicators Describing Age-Related Typical Support Needs

“…As a movement, since the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and its facultative protocol were passed [ 1 ], inclusive education has evolved from a principle guiding education to a right to be guaranteed for all students. The UNCRPD embodies the right to inclusive education in its Article 24, which stipulates that states parties must ensure an inclusive education system at all levels and lifelong learning for all students directed to guaranteeing their access, participation, learning and development to their fullest potential [ 2 , 3 , 4 ].…”

“…More than a decade since the UNCRPD was passed, students with IDD still experience low inclusion rates [5,6]. To reverse this trend and support their inclusion, several scholars (e.g., [3,6,7]) have proposed the adoption of the supports paradigm within general education contexts, an approach developed over decades of research and practice in the field of IDD [8,9]. The supports paradigm to support the inclusion of these students is important because it provides a renewed view of IDD and of the students who have the condition [2,10], a work methodology that focuses on understanding the globality of these students and their holistic support needs in education contexts and activities [5,6,11] and tools that facilitate the implementation of this conceptual and applied framework [12].…”

“…Applying this paradigm to education means understanding students with IDD as learners who experience mismatches between their personal competencies and the environmental demands posed by education contexts and activities [3,6,10,11]. These demands are defined by what is expected from students with IDD in the classroom (i.e., in relation to access to and learning from the general education curriculum), at school (e.g., social activities or self-determination), and in the community (e.g., school trips).…”

“…An active role by students with IDD and respect for their self-determination in the definition of their goals, as well as understanding of their strengths and support needs in education contexts and activities, are the starting points from which to provide systems of supports aimed at covering their needs, developing their strengths, improving their functioning and enabling them to achieve personal outcomes aligned with the goals of access, participation, learning and maximum development [3,4,7]. Supports are the resources and strategies to bridge the gap experienced by these students, always bearing in mind the need to maximize "student x environment interaction" rather than focusing on rehabilitating the student with IDD [14].…”