Tutoring students with disabilities at the university

• Autores: José María Sanahuja Gavaldá, José Luis Muñoz Moreno, Joaquín Gairín Sallán
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 32, Nº 1, 2020 (Ejemplar dedicado a: PANORAMA DE LA INVESTIGACIÓN Y PRÁCTICAS UNIVERSITARIAS EN EL ÁMBITO DE LAS NECESIDADES ESPECIALES)), págs. 65-77
• Idioma: inglés
• DOI: 10.1080/11356405.2019.1709392
• Títulos paralelos:
  • La tutorización de los estudiantes con discapacidad en la universidad
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    La universidad es un entorno de conocimiento y formación muy apropiado para facilitar la inserción sociolaboral en una sociedad altamente tecnificada y especializada que precisa de la plena incorporación de todas las personas. Nuestro objetivo es explorar el papel que la tutorización de los estudiantes con discapacidad en la universidad ofrece en el proceso hacia una universidad inclusiva. La tutorización durante el acceso y la permanencia en la universidad puede facilitar el tránsito del paradigma de la integración al de la inclusión, permitiendo al estudiante el derecho inalienable de pertenencia al grupo y a no ser excluido por su discapacidad; a la vez que resulta esencial para la consecución de los objetivos inherentes a la institución universitaria y conseguir sociedades más normalizadas. La incorporación de estudiantes con discapacidad a la universidad, aunque representa un porcentaje escaso, es irreversible, positiva y está aumentando gracias a los esfuerzos realizados desde los ámbitos institucionales, académicos y asociativos. Las resistencias a una universidad inclusiva pueden proceder en mayor medida de conceptualizaciones y actitudes equivocadas, más que de condiciones objetivas (normas, estructuras, recursos económicos, etc.) y de procesos discriminatorios explícitos.

  • English

    University is a place of knowledge and education that is highly appropriate for easing the transition into society and the labour world in a highly technical, specialized society that needs the full involvement of everyone. Our objective is to explore the role that tutoring students with disabilities at university plays in the process towards an inclusive university. Tutoring during admission and continuation at university can facilitate the transition from the paradigm of integration to the paradigm of inclusion, allowing students their inalienable right to belong to the group and not be excluded because of their disability. It is also essential in achieving the objectives inherent to universities and attaining more normalized societies. The incorporation of students with disabilities at university, even if they account for a small percentage of students, is irreversible, positive and on the upswing thanks to the efforts from institutional, academic and associative spheres. The resistance to inclusive universities may mostly come from erroneous conceptualizations and attitudes more than from objective conditions (norms, structures, economic resources, etc.) and explicit discriminatory processes.

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