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

Paz-Maldonado, Eddy

doi:10.14201/teri.20266

Cited by 35 publications

(22 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In other words, chief diversity and equality officers may have up-valued their daily work attending to diversity and equality, which would also have contributed to strengthening their overall self-esteem in interaction with their social identity. This phenomenon might have resulted in the inflation of scores—a phenomenon that is not coherent with limitations in diversity practices that have been found in Spain and some Latin American countries ( Paz-Maldonado, 2020 )—and also in a certain halo effect occurring, which could have raised the internal consistency of the questionnaire.…”

Section: Discussionmentioning

confidence: 98%

“…In Europe, along with gender ( Klein, 2016 ; Rosa et al., 2021 ) and income—this latter criterion served through traditional financial support policies that include scholarships, loans or other benefits ( European Commission/EACEA/Eurydice, 2018 )—disability or functional diversity is the criterion of plurality that currently receives the most attention in the organisation of diversity services and programs in higher education ( Biewer et al., 2015 ; Paz-Maldonado, 2020 ). The effectiveness of inclusive efforts, however, might be quite limited in some countries ( Aust, 2018 ; Gibson, 2015 ) and, in any case, there is still a broad scope of action to be taken ( Barkas et al., 2020 ).…”

Section: Higher Education Diversity and Institutional Responsementioning

confidence: 99%

See 1 more Smart Citation

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

Castillo

Hernández-Lloret

González-González

et al. 2021

Heliyon

View full text Add to dashboard Cite

Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Higher Education Diversity and Institutional Responsementioning

confidence: 99%

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

Castillo

Hernández-Lloret

González-González

et al. 2021

Heliyon

View full text Add to dashboard Cite

show abstract

“…International scientific production has shown, in different geographical contexts, the important role of educational inclusion policies for functionally diverse students in higher education [6][7][8][9][10]. However, a gap remains between the intentions behind the political strategies and the actual results found in university practices [11][12][13][14][15][16][17].…”

Section: Introduction 1educational Inclusion As a Response To Social Exclusionmentioning

confidence: 99%

Inclusive University Education in Bolivia: The Actors and Their Discourses

et al. 2021

View full text Add to dashboard Cite

Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive education. This paper aims to better understand the elements that facilitate and hinder university inclusion of students with functional diversity in Bolivia. The methodology used is qualitative. The discourses of key informants within the university community were collected using the focus group technique. The software Atlas.ti-8 was used for data processing and inductive coding was performed using the constant comparison method. The study’s main findings indicate that both the categorization of functional diversity and the financing model in place have a great impact on inclusive education actions at the university level. The research also reveals a lack of correspondence between the rights of people with functional diversity and the resources allocated to them. The conclusions point to the need to establish intersectional institutional strategies based on the recognition of diversity as an essential value in the development of inclusive and sustainable education.

show abstract

“…Las cifras en Latinoamérica evidencian que la temátiva de inclusión en educación superior es escasa, además, hay insuficiente producción científica que entregue información acerca de los estudiantes en este nivel. No obstante, Chile es el país en América Latina donde se han realizado más investigaciones acerca de inclusión educativa en personas con discapacidad (Paz-Maldonado, 2020).…”

Section: Introductionunclassified

Actions for the implementation of inclusive processes in higher education institutions

Gutiérrez

Martín

2020

Cal Edu

View full text Add to dashboard Cite

En nuestro país, el acceso inclusivo a la educación superior se rige por leyes y decretos que regulan los procedimientos, pero no entregan lineamientos específicos de cómo llevarlos a cabo. Este estudio, por tanto, busca develar las principales acciones para el ingreso y mantenimiento de estudiantes con discapacidad a la educación superior. Para esto se optó por una investigación cualitativa, a partir de un muestreo intencionado y entrevistas semiestructuradas en las que participaron ocho instituciones nacionales de enseñanza superior. Para el análisis de información se utilizó la técnica de teorización anclada. Los resultados fueron organizados en tres niveles de análisis: el primero, para describir procesos de admisión, programas de apoyo a la inclusión y accesibilidad; el segundo, para analizar la eficiencia de los programas de inclusión, y el tercero para realizar un análisis global, categorizando barreras y facilitadores para la inclusión. Los resultados permiten concluir que, no obstante los avances en la materia, aún se requiere que las instituciones de educación superior promuevan políticas institucionales que permitan a la comunidad educativa cambiar el paradigma inclusivo e institucionalizar los apoyos, considerando que no existe una fórmula única, ya que los apoyos dependerán de la cultura de cada institución.

show abstract

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

Cited by 35 publications

References 35 publications

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

Inclusive University Education in Bolivia: The Actors and Their Discourses

Actions for the implementation of inclusive processes in higher education institutions

Contact Info

Product

Resources

About