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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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Aprendizaje y participación sin barreras, una respuesta a las necesidades del aula regular
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Gallegos López, Tila del Carmen
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Integration and inclusion are terms we use nowadays in education. Beyond what is stated in curricula and syllabuses, and what the media sells us, we can ask ourselves, do we really know what it means and what it entails? This article is the product of a research study in the primary education field, where teachers are the main source of information, using qualitative methodology in its broadest sense of research that produces descriptive data. This is described as the study of people based on what people say and do in the social and cultural scenario. With this enquiry, the main objective is to find out how much is known about inclusive education and the learning needs of learners, what reasonable accommodations are described in planning or assessment indicators. And, whether teachers do or do not do them, or simply use the terms, but do not do or do not carry out the guidelines set out in their planning. Whether they really know what are the BAPs (Barriers to Learning and Participation) that their students face. This being the watershed of the famous so-called inclusive education, this is described as the process of addressing and responding to the diversity of needs of all learners through inclusive educational practices. However, despite advances in science, changes in educational models, ways of thinking and changes in curricula, throughout this research we realise that many teachers continue with long-standing archaic attitudes and refuse to make changes. They continue to carry out a disproportionate and inadequate load of activities that are not meaningful and do not guarantee significant learning for the learner.
1 77
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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
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Jiménez García, Sara Aliria
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Moreles Vázquez, Jaime
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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

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