Los estudiantes con discapacidad en la Universidad de Burgos

Martín, Martínez; Ángeles, María

doi:10.36443/10259/140

Cited by 6 publications

(7 citation statements)

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“…In the case of Spain, we find little research on students with disabilities and the barriers and support found at university. An example of such research can be found in the work carried out by Castellana and Sala (2006) and Sánchez Palomino (2011), which develops this line of study and coincides with the results obtained in other international studies. The study carried out by Castellana and Sala (2006) thus concluded that universities are not prepared to meet the demands of diversity.…”

supporting

confidence: 86%

“…An example of such research can be found in the work carried out by Castellana and Sala (2006) and Sánchez Palomino (2011), which develops this line of study and coincides with the results obtained in other international studies. The study carried out by Castellana and Sala (2006) thus concluded that universities are not prepared to meet the demands of diversity. This study was carried out in Catalan universities with the use of questionnaires and the participation of 25 students with disabilities.…”

supporting

confidence: 86%

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Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad

Moriña

2015

Cultura y Educación

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This article presents the partial results of a study that analysed the barriers and means of support that students with disabilities find in classrooms and other university settings (offices, departments, libraries, etc.), using the biographical narrative method. The results of this article focus exclusively on the obstacles and means of support identified by humanities students, with the information organized in relation to the institution in general, infrastructures and architectural barriers, lecturers and their teaching methods, fellow students and proposals for improving universities and classrooms. Finally, the conclusion discusses the main findings regarding how the university facilitates or hinders the participants’ learning processes in this study. From this perspective, and taking the social model of disability as a reference, it is concluded that in order to become inclusive, the university must commit to adopting proactive measures that eliminate the barriers preventing these students from learning and from participating fully.

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supporting

confidence: 86%

supporting

confidence: 86%

Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad

Moriña

2015

Cultura y Educación

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“…As for the barriers from the perspective of the university as an institution, the need for providing more information to guide students from the beginning of their studies has been shown; the need for ensuring that regulations are not converted into dead letters but put into practice; and the need for making the university accessible, in terms of technologies, spaces, and so on (Castellana and Sala 2005;Holloway 2001;Moswela and Mukhopadhyay 2011, accessible university buildings and classrooms are claimed, too).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Hidden voices in higher education: inclusive policies and practices in social science and law classrooms

Gavira

Moriña

2014

International Journal of Inclusive Education

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This paper pertains to a broader biographical-narrative research project which studies barriers and support as identified by students with disabilities at a Spanish University (Barriers and Support That Disabled Students Identify in the University. Project funded by the Spanish Ministry of Science and Innovation (Dir. Dr Anabel Morin ˜a; Ref. EDU 2010 -16264, 2010). The present study focuses specifically on barriers and support identified by students with disabilities enrolled in undergraduate programmes in the Social Sciences and Law. The purpose of this paper is to analyse, from the point of view of disabled students (applying the biographic-narrative methodology), which barriers and which support this group encounters in Higher Education. To this end, findings are organised in the following categories: general institutional data; infrastructure, architectural and accessibility-related data; faculty and teachingrelated data; data relating to fellow students; and suggestions for improving the university and/or university classrooms. In the Conclusions section, we return to our earlier discussion of key findings which shed some light on how the University helps or hinders learning among participants in the study. From this perspective, taking as a reference the social model of disability, we conclude that in order to be inclusive, the University needs to commit itself to adopting proactive measures that eliminate the barriers that do not permit the learning and the full participation of the students in question.

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“…Ante esta realidad, cobran fuerza dos factores importantes en la consecución de la igualdad de oportunidades y no discriminación: por un lado la accesibilidad universal y el diseño para todas las personas. Por otro, la formación y experiencia de los profesionales en materia de discapacidad (Martínez Martín, 2010). La solución se fundamenta en aprovechar los recursos que, de forma natural existen en la institución universitaria, como elementos que facilitan el proceso de inclusión de todos los estudiantes en la vida universitaria.…”

Section: Introductionunclassified

Las actitudes como factor clave en la inclusión universitaria

Garabal-Barbeira

Pousada

Breen

et al. 2018

Redis

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Las actitudes pueden facilitar o dificultar el proceso inclusivo en la educación superior. Los objetivos del presente estudio son determinar las actitudes del alumnado y docentes hacia la discapacidad y conocer las variables que influyen en dichas actitudes. Se ha realizado un estudio descriptivo de prevalencia realizado en la Universidade da Coruña (UDC) con docentes (n= 121) y alumnos/as (n= 345) utilizando un cuestionario validado, autoadministrado y anonimizado (CUNIDIS). Se realizó un análisis descriptivo y un ANO-VA para determinar las variables asociadas a las diferentes actitudes. Los resultados obtenidos manifiestan que los participantes creen preciso adaptar los materiales utilizados en las aulas, pero no los criterios de evaluación y cualificación. Sin embargo, indican que estas adaptaciones no se llevan a cabo realmente. La mayoría de los docentes indicaron que no están suficientemente formados para dar respuesta a las necesidades de los estudiantes con discapacidad. Se considera, por lo tanto, que los estudiantes y docentes de la UDC presentan, de manera general, unas actitudes favorables hacia la inclusión de los estudiantes con discapacidad.

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Los estudiantes con discapacidad en la Universidad de Burgos

Cited by 6 publications

References 0 publications

Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad

Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad

Hidden voices in higher education: inclusive policies and practices in social science and law classrooms

Las actitudes como factor clave en la inclusión universitaria

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