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Author: search.filters.author.Márquez Cabellos, Norma GuadalupeSubject: search.filters.subject.Inclusión educativa

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    Camino hacia la inclusión en educación media superior y superior: voces del profesorado
    (Universidad Panamericana, Escuela de Pedagogía, 2023)
    Márquez Cabellos, Norma Guadalupe
    ;
    Ramos Ramírez, Briseda Noemí
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person.
      11  116
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    Formación docente para una enseñanza inclusiva : estudio de caso : Universidad de Colima
    (Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
    Márquez Cabellos, Norma Guadalupe
    ;
    Jiménez García, Sara Aliria
    ;
    Moreles Vázquez, Jaime
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The present research aims to describe and analyze teacher training for inclusive teach-ing in four educational programs of Education Dependence Higher (DES) Pedagogy of the University of Colima, Mexico. The work was carried out through a documentary analysis of the corresponding curricular programs. The results show that teacher training for inclu-sive teaching is strengthened when the curricular bases of these degrees include subjects that address values, dilemmas, exercises and content around inclusion to intervene in their pedagogical practice with a population with disabilities, disorders, outstanding skills or in situations of vulnerability. We conclude that these teachings are not yet explicit enough in three of the four undergraduate degrees and their learning is even ignored.
      7  107