Teaching support for students with visual and hearing disabilities in the Faculty of Architecture and Urbanism
Teaching support for students with visual and hearing disabilities in the Faculty of Architecture and Urbanism
Keywords:
Curricular adaptations, person with disability, person with disabling condition, visual disability, hearing disabilityAbstract
Considering the presence and permanence in the classrooms of the Faculty of Architecture and Urbanism of the University of Guayaquil of students with visual and hearing disabilities to different degrees and/or levels, as well as the situations of vulnerability they face, in particular a possible desertion of their studies and, taking into account the need to strengthen the preparation of teachers for inclusion and adequate attention to these students, the authors discuss references and theoretical - methodological considerations around the subject, as well as recommendations that contribute to their timely identification and corresponding psychopedagogical care. This is a qualitative study focused on the understanding, explanation and interpretation of the phenomenon studied from a critical, reflective and argumentative position.
References
Asamblea Nacional de la República del Ecuador. (2010). Ley orgánica de educación superior. https://www.educacionsuperior.gob.ec/
Asamblea Nacional de la República del Ecuador. (2012). Ley orgánica de discapacidades. https://oig.cepal.org/
Constitución de la República del Ecuador. (2008). https://educacion.gob.ec/wp-content/uploads/downloads/2012/08/Constitucion.pdf
Guanoluisa, M. y Llango, F. (2015). Importancia de la adaptación curricular para estudiantes con necesidades educativas especiales no asociadas a la discapacidad en la escuela Dr. José María Velasco Ibarra, de la ciudad de Latacunga. Universidad Técnica de Cotopaxi. https://Retrievedfromrepositorio.utc.edu.ec/bitstream/27000/319/1/T-UTC0309.pdf.
Ley Orgánica de Educación Superior (LOES). (2010). https://www.epn.edu.ec/wp-content/uploads/2018/08/LOES.pdf
Lissi, M. R. et al. (2013). En el camino hacia la educación superior inclusiva en Chile: Fundamentos y adecuaciones curriculares para estudiantes con discapacidad sensorial o motora. https://www.upla.cl/inclusion/wp-content/uploads/2014/08/2014_0805_inclusion_educacion_superior_Inclusiva_en_Chile.pdf
OMS. (2021). Ceguera y discapacidad visual. https://www.who.int/es/news-room/fact-sheets/detail/blindness-and-visual-impairment.
ONU. (1948). La Declaración Universal de Derechos Humanos. https://www.un.org/es/about-us/universal-declaration-of-human-rights.
ONU. (2006). La Convención sobre los Derechos de las Personas con Discapacidad. https://www.ohchr.org/sp/professionalinterest/pages/conventionrightspersonswithdisabilities.aspx
Stainback, S. y Stainback, W. (1999). Hacia las escuelas inclusivas. Narcea.
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Graciela Abad-Peña, Daisy Pérez-Mato, Rosa Maria Pin-Guerrero
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 