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Retos y realidades del alumnado con discapacidad en entornos universitarios. Caso Venezuela y España
Retos y realidades del alumnado con discapacidad en entornos universitarios. Caso Venezuela y España
Authors
Del Pino Espejo, María José
Sánchez Tovar, Ligia
Sánchez Tovar, Ligia
Authors
Date
Datos de publicación:
EDUCADI, Vol.3, N°2, 38-61, 2018
Keywords
Discapacidad - Estudiantes universitarios - Curriculum
Collections
Abstract
El estudio cualitativo, de campo, de nivel descriptivo, recoge la vivencia reportada por docentes universitarias, que han tenido en su curso estudiantes con diferentes tipos de discapacidades. Se toman dos docentes, de dos realidades distintas (Campus universitario en Venezuela y en España), develándose elementos coincidentes en cuanto a las dificultades que afrontan las docentes para dar respuesta a las necesidades particulares del alumnado con discapacidad, tanto en el proceso enseñanza aprendizaje como en los mecanismos de evaluación. Se concluye que, a pesar de los esfuerzos al respecto, persiste la deuda del sistema de educación superior para dar respuesta a las necesidades de esta población estudiantil
The qualitative study, of field, of descriptive level, collects the experience reported by university professors, who have had in their course students with different types of disabilities. Two teachers are taken from two different realities (University Campus in Venezuela and Spain), revealing elements that coincide in terms of the difficulties faced by teachers to respond to the particular needs of students with disabilities, both in the teaching-learning process and in the evaluation mechanisms. It is concluded that, despite efforts in this regard, the debt of the higher education system persists to respond to the needs of this student population
The qualitative study, of field, of descriptive level, collects the experience reported by university professors, who have had in their course students with different types of disabilities. Two teachers are taken from two different realities (University Campus in Venezuela and Spain), revealing elements that coincide in terms of the difficulties faced by teachers to respond to the particular needs of students with disabilities, both in the teaching-learning process and in the evaluation mechanisms. It is concluded that, despite efforts in this regard, the debt of the higher education system persists to respond to the needs of this student population