TY - JOUR
T1 - Educación superior Inclusiva
T2 - Un reto para las prácticas pedagógicas
AU - Zárate-Rueda, Ruth
AU - Diaz-Orozco, Sonia Patricia
AU - Ortiz-Guzmán, Leonardo
N1 - Publisher Copyright:
© 2017 Universidad Nacional. All rights reserved.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - This scientific article shows the results of a research process whose objective was to analyze the practices and pedagogical strategies implemented by teachers of the Industrial University of Santander (UIS) and the Autonomous University of Bucaramanga (UNAB); these teachers have students with sensory disabilities in their classrooms. For this goal, a qualitative methodology was adopted with a case-study approach; 27 subjects participated in this process: 20 educators and 7 students from the programs of Law, International Business, Accounting, Social Communication, Gastronomy, Music, and Philosophy. Based on a sample of homogenous cases of intentional type and semi-structured interviews, it was possible to conclude that, despite the significant advances made so far, it is required for universities to promote institutional guidelines articulating participatory work with the educational community. This community intervenes in the social reality of students with disabilities, as well as in the axes of accessibility and communication.
AB - This scientific article shows the results of a research process whose objective was to analyze the practices and pedagogical strategies implemented by teachers of the Industrial University of Santander (UIS) and the Autonomous University of Bucaramanga (UNAB); these teachers have students with sensory disabilities in their classrooms. For this goal, a qualitative methodology was adopted with a case-study approach; 27 subjects participated in this process: 20 educators and 7 students from the programs of Law, International Business, Accounting, Social Communication, Gastronomy, Music, and Philosophy. Based on a sample of homogenous cases of intentional type and semi-structured interviews, it was possible to conclude that, despite the significant advances made so far, it is required for universities to promote institutional guidelines articulating participatory work with the educational community. This community intervenes in the social reality of students with disabilities, as well as in the axes of accessibility and communication.
KW - Higher Vocational Education
KW - Inclusive Education
KW - Teaching Method
UR - http://www.scopus.com/inward/record.url?scp=85044757388&partnerID=8YFLogxK
U2 - 10.15359/ree.21-3.15
DO - 10.15359/ree.21-3.15
M3 - Artículo Científico
AN - SCOPUS:85044757388
SN - 1409-4258
VL - 21
JO - Revista Electronica Educare
JF - Revista Electronica Educare
IS - 3
ER -