Discapacidad y educación superior: ¿Una cuestión de derechos o buenas voluntades?

Vadillo, Rodolfo Cruz

doi:10.25009/cpue.v0i23.2172

Cited by 19 publications

(17 citation statements)

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“…There are also reports of people with disabilities in urban settings in Colombia, spending more financial resources on taxis than their peers without disabilities due to the lack of accessible buses [42]. More broadly, our results also align with evidence from other contexts in Latin America where students with disabilities identified that the infrastructure to get to and at the university and attitudes of professors and administrative staff pose difficulties for the full enjoyment of the university and to exercise their right to education [41,[43][44][45]. In high income settings, such as the US and Denmark, barriers at the community level prevail where people with disabilities report difficulties in using health care facilities and green spaces, respectively [46,47].…”

Section: Discussionsupporting

confidence: 85%

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia

et al. 2020

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Background: Disability is an evolving concept that results from the complex interaction between a person with an impairment and the context in which he/she lives. There is limited understanding on the types, access and use of community assets valuable for people with disabilities, and the role of contextual factors in Colombia. Our goal with this work was to identify the factors at the levels of the socio-ecological framework, and their interaction, that influence the use of community assets among people with physical disabilities and community stakeholders in Envigado, Colombia. Methods: Using participatory mapping, a community based participatory approach, we carried out an assessment of community assets identified by people with disabilities and rehabilitation professionals. In-depth interviews (n = 32) informed the design of two participatory mapping activities, one among people with disabilities (n = 5) and a second with rehabilitation professionals (n = 4). Results were presented in a community forum to receive feedback on the findings. Results: Main findings indicate a chain of contextual factors that limit access and use of assets stemming from the personal (e.g. financial resources, inaccessible housing), interpersonal level (e.g. lack of a personal assistance or aid), and community levels (e.g. lack of accessible public transportation and inaccessible buildings). In most cases these barriers are heightened by system level barriers (e.g. lack of effective enforcement of the legal framework). Conclusions: Identifying these contextual factors, and their interactions, calls for stronger enforcement of the existing legal framework through articulated work between different stakeholders, so that people with disabilities can enjoy community assets.

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Section: Discussionsupporting

confidence: 85%

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia

et al. 2020

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“…La temática de discapacidad actualmente continúa analizándose desde el paradigma médico-rehabilitador-asistencialista, lo que provoca estigmatización hacia este colectivo (Cruz-Vadillo, 2016). La discapacidad en la universidad es vista bajo perspectivas funcionales y limitaciones a los que se encuentran en dicha situación (Figuera y Coiduras, 2013).…”

Section: Tipos De Discapacidades Y Carreras Que Cursan Los Participunclassified

“…Se deben generar espacios educativos libres de exclusión y discriminación. Además, es vital crear estrategias institucionales desde una visión de derechos humanos que tomen en cuenta a este y otros colectivos en condición de vulnerabilidad (Cruz-Vadillo, 2016).…”

Section: Los Desafíos Para Generar La Inclusión Educativa En Los Estaunclassified

“…Con relación al tipo de discapacidades del estudiantado universitario puede mencionarse que predomina la discapacidad física, psíquica, visual y auditiva en la mayoría de trabajos (Cruz-Vadillo, 2016;Tenorio Eitel y Ramírez-Burgos, 2016;Aquino et al, 2012;Moriña y Melero, 2016;Díaz Gandasegui y Funes Lapponi, 2016;Palma et al, 2016;Villafañe et al, 2016;Figuera y Coiduras, 2013;Alba y Zubillaga, 2012;Mainardi-Remis, 2018…”

Section: Discusión Y Conclusionesunclassified

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Inclusión educativa del alumnado en situación de discapacidad en la educación superior: una revisión sistemática

Paz-Maldonado

2020

Teor. educ.

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RESUMENEn este artículo, mediante una revisión sistemática de 22 estudios empíricos, se analiza la inclusión educativa del estudiantado en situación de discapacidad en la educación superior. Los resultados indican que la mayoría de los trabajos desarrollados en el idioma español se han llevado a cabo en España y en una menor cantidad en Chile. También, las barreras que enfrentan las instituciones están relacionadas con el predominio de un paradigma centrado en el déficit, falta de protocolos, carencia de competencias docentes y un acceso universal arquitectónico limitado. Los desafíos para los centros universitarios consisten en mejorar la accesibilidad, implementar estrategias de actualización docente, creación de políticas públicas, diseñar programas de atención y articular las instancias universitarias responsables de apoyar a este alumnado. En conclusión, se deben realizar cambios significativos en los espacios de aprendizaje desde una perspectiva que evite el paternalismo y promueva la autodeterminación en todas las carreras que se imparten en la formación universitaria.Palabras clave: igualdad de oportunidades; acceso a la educación; inclusión educativa; derecho a la educación; discapacidad.

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“…(43)(44). The government must have a leading role taking the measures as mandated by Article 8 in the CRPD on awareness-raising: "To combat stereotypes, prejudices and harmful practices relating to people with disabilities, including those based on sex and age, in all areas of life"(3).…”

mentioning

confidence: 99%

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia.

Toro-Hernández¹,

Villa-Torres

Mondragón-Barrera³

et al. 2020

Preprint

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Background: Disability is an evolving concept that results from the complex interaction between a person with an impairment and the context in which he/she lives. There is limited understanding on the types, access and use of community assets valuable for people with disabilities, and the role of contextual factors in Colombia. Our goal with this work was to identify the factors at the levels of the socio-ecological framework, and their interaction, that influence the use of community assets among people with physical disabilities and community stakeholders in Envigado, Colombia. Methods: Using participatory mapping, a community based participatory approach, we carried out an assessment of community assets identified by people with disabilities and rehabilitation professionals. In-depth interviews (n=32) informed the design of two participatory mapping activities, one among people with disabilities (n=5) and a second with rehabilitation professionals (n=4). Results were presented in a community forum to receive feedback on the findings. Results: Main findings indicate a chain of contextual factors that limit access and use of assets stemming from the personal (e.g. financial resources, inaccessible housing), interpersonal level (e.g. lack of a personal assistance or aid), and community levels (e.g. lack of accessible public transportation and inaccessible buildings). In most cases these barriers are heightened by system level barriers (e.g. lack of effective enforcement of the legal framework). Conclusions: Identifying these contextual factors, and their interactions, calls for stronger enforcement of the existing legal framework through articulated work between different stakeholders, so that people with disabilities can enjoy community assets.

show abstract

Discapacidad y educación superior: ¿Una cuestión de derechos o buenas voluntades?

Cited by 19 publications

References 0 publications

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia

Inclusión educativa del alumnado en situación de discapacidad en la educación superior: una revisión sistemática

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia.

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