Tutoring students with disabilities at the university

  1. Josep María Sanahuja Gavaldá
  2. José Luis Muñoz Moreno
  3. Joaquín Gairín Sallán
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Año de publicación: 2020

Título del ejemplar: PANORAMA DE LA INVESTIGACIÓN Y PRÁCTICAS UNIVERSITARIAS EN EL ÁMBITO DE LAS NECESIDADES ESPECIALES)

Volumen: 32

Número: 1

Páginas: 65-77

Tipo: Artículo

DOI: 10.1080/11356405.2019.1709392 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Culture and Education, Cultura y Educación

Objetivos de desarrollo sostenible

Resumen

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.

Referencias bibliográficas

  • Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.
  • Asociación Internacional de Universidades. (2008). 13th General Conference: Higher education and research addressing local and global needs, Utrecht: IAU.
  • Beauchamp-Pryor, K. (2012). From absent to active voices: Securing dissability equality within higher education. International Journal of Inclusive Education, 16, 283–295.
  • Cardoso, S., Santiago, R., & Sarrico, C. S. (2012). The impact of quality assessment in universities: Portuguese student’s perceptions. Journal of Higher Education Policy and Management, 34, 125–138.
  • Cawthorn, S., & Cole, E. (2010). Postsecondary students who have a learning disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23, 112–128.
  • Comisión Europea. (2010). European disability strategy 2010-2020. Retrieved from goo.gl/dzvzCk
  • Cook-Sahter, A. (2014). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 19, 186–198.
  • Decy, E., & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23.
  • Díez, E., Alonso, A., Verdugo Alonso, M. Á., Campo Blanco, M., Sancho, I., Sánchez, S., … & Moral, E. (2011). Espacio Europeo de Educación Superior: Estándares e indicadores de buenas prácticas para la atención a estudiantes universitarios con discapacidad. Salamanca: INICO
  • Donoso, S. (2010). Retención de estudiantes y éxito académico en la educación superior. Talca: Universidad de Talca.
  • Expósito, E. (2017). La acción tutorial para estudiantes con necesidades especiales. Docencia y Derecho, 11, 1–18.
  • Fleming, A., Plotner, A., & Oertle, K. (2017). College students with disabilities: The relationship between student characteristics, the academic environment and performance. Journal of Postsecondary Education and Disability, 30, 209–221.
  • Fleming, A. R., Oertle, K. M., Plotner, A. J., & Hakun, J. G. (2017). Influence of social factors on student satisfaction among college students with disabilities. Journal of College Student Development, 58, 215–228.
  • Forlín, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19–31.
  • Freixa, M., Venceslao, M., & Pol, C. (2011). Servicios universitarios de atención a estudiantes condiscapacidad. XV Congreso Nacional de Modelos de Investigación Educativa, Madrid. UNED-AIDIPE.
  • Gairín, J., Muñoz, J. L., Galán, A., Sanahuja, J., Mª, & Fernández, M. (2013). Planes de acción tutorial para estudiantes con discapacidad. Revista Iberoamericana de Educación, 63, 115–126.
  • Gibson, S. (2012). Narrative Accounts of University Education: Socio-Cultural Perspectives of Students with Disabilities. Disability and Society, 27, 353–369.
  • Gilson, C. (2010). Formalized and natural supports for tertiary students with disabilities in Hong Kong. Hong Kong Special Education Forum, 12, 16–36.
  • Griffin, M., Wendel, K., Day, T., & McMillan, E. (2016). Developing peer supports for college students with intellectual and developmental disabilities. Journal of Postsecondary Education and Disability, 29, 263–269.
  • Hayley-Mirnar, V., Halliwell, C., & Robson, J. (2017, February 1–2). What drives student participation in online tutorials? HEA STEM Conference, Manchester. Manchester Conference Center.
  • Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education, 32, 89–109.
  • Hitch, D., Macfarlane, S., & Nihil, C. (2015). Inclusive Pedagogy in Australian Universities: A review of current policies and professional development activities. The International Journal of the First Year in Higher Education, 6, 135–145.
  • Horden, J. (2015). Higher apprenticeships and the shaping of vocational knowledge. Research in Post-Compulsory Education, 20, 17–34.
  • Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14, 63–76.
  • Jordán, F. B., & Verdugo, M. A. (2014). Aproximación al problema de la inactividad de las personas con discapacidad. Revista del Ministerio de Empleo y Seguridad Social, 111, 63–76.
  • Katsara, O. (2018). Implementing tutorials within the context of an English for general academic purposes course at the University of Patras: A preliminary study. Research Papers in Language Teaching and Leraning, 9(1), 133–148.
  • Lledó, A. (Coord.). (2017). Innovación en el desarrollo de una comunidad de aprendizaje para la coordinación del PAT de la Universidad de Alicante. In R. Roig-Vila (Coord..), Memòries del Programa de Xarxes-I3CE de qualitat, innovació i investigació en docència universitària (pp. 2274–2278). Alacant: Universitat d’Alacant.
  • Lombardi, A., Murray, C., & Kowit, J. (2016). Social support and academic success for college students with disabilities: Do relationship types matter? Journal of Vocational Rehabilitation, 44, 1–13.
  • Lombardi, A. R., & Murray, C. (2011). Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt universal design principles. Journal of Vocational Rehabilitation, 34, 43–56.
  • Lombardi, A. R., Murray, C., & Gerdes, H. (2011). College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to universal design. Journal of Diversity in Higher Education, 4, 250–261.
  • López Gómez, E. (2017). El concepto y las finalidades de la tutoría universitaria: Una consulta a expertos. REOP, 28(2), 61–78.
  • López, R., & Moriña, A. (2015). Hidden voices in higher education: Inclusive policies and practices in social science and law classrooms. International Journal of Inclusive Education, 19, 365–378.
  • Lorenzo-Lledó, G., Lledó, A., Lorenzo, A., & Arráez, G. (2017). La acción tutorial como acompañamiento en el alumnado universitario con discapacidad: Hacia una educación inclusiva. International Journal of Developmental and Educational Psychology, 4(1), 137–144.
  • Marquis, E., Jung, B., Fudge, A., Lukmanji, S., Wilton, R., & Baptiste, S. (2016). Developing incluse educators: Enhancing the accessibility of teaching and learning in higher education. International Journal for Academic Development, 21, 337–349.
  • Medina, C., Sánchez, A. M., del Bosque, I. F. S., & Cantero, B. (2016). Universidad y acción tutorial. In I Jornadas de Innovación Docente en la Ingeniería (pp. 60–66). Cáceres: Escuela Politécnica de Cáceres
  • Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32, 3–17.
  • Moriña, A., Cortés, M. D., & Molina, V. (2015). Faculty training: An unavoidable requirement for approaching more inclusive university classrooms. Teaching in Higher Education, 20, 795–806.
  • Novo, I., Muñoz, J. M., & Calvo, C. (2011). Análisis de las actitudes de los jóvenes universitarios hacia la discapacidad. RELIEVE, 17(2), art. 5.
  • Nye-Lengerman, K., & Nord, D. (2016). Changing the message: Employment as a means out of poverty. Journal of Vocational Rehabilitation, 44, 243–247.
  • O’Shea, R., & Meyer, R. (2016). A qualitative investigation of the motivation of college students with nonvisible disabilities to utilize disability services. Journal of Postsecondary Education and Disability, 29, 5–23.
  • ONU. (2006). Convention on the rights of persons with disabilities and optional protocol. Paris: UN. Retrieved from goo.gl/wm7FzS.
  • Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective an ineffective links between tutor’s and student’s understanding of courswork feeback. Assessement & Evaluation in Higher Education, 36, 125–136.
  • Palmeros, G. (2014). Discapacitados. In J. Gairín, D. Castro, D. Rodríguez (Coords.), Acceso, permanencia y egreso en la universidad de colectivos vulnerables en Latinoamérica (Vol. 4, pp. 1–42). Santiago de Chile: Santillana del Pacífico.
  • Patrick, S., & Wessel, R. (2013). Faculty mentorship and transition experiences of students with disabilities. Journal of Postsecondary Education and Disability, 26, 105–118.
  • Reindal, S. M. (2016). Discussing inclusive education: An inquiry into different interpretations and a search for ethical aspects of inclusion using the capabilities approach. European Journal of Special Needs Education, 31, 1–12.
  • Reinschmiedt, H. J., Sprong, M. E., Dallas, B., Buono, F. D., & Upton, T. D. (2013). Post-secondary students with disabilities receiving accommodations: A survey of satisfaction and subjective well-being. Journal of Rehabilitation, 79(3), 3–10.
  • Riddell, S., Tinklin, T., & Wilson, A. (2004). Disabled students in higher education: A reflection on research strategies and findings. In C. Barnes, & G. Mercer (Eds.), Disability policy and practice (pp. 81–98). Leeds: Disability Press.
  • Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of “Digital Capital”? An examination of the complex relationship between disabled students. Their technologies and higher education institutions. Computers and Education, 82, 118–128.
  • Sze, S. (2009). A literature review: Pre-service teachers’ attitudes towards students with disabilities. Education, 130(1), 53–56.
  • Thomas, L. (2016). Developing inclusive learning to improve the engagement, belonging, retention and success of students from diverse groups. In M. Shah, A. Bennett, & E. Southgate (Eds.), Widening higher education participation (pp. 135–159). Oxford: Elsevier.
  • Timmerman, L. C., & Mulvihill, T. M. (2015). Accommodations in the college setting: The perspectives of students living with disabilities. The Qualitative Report, 20, 1609–1625.
  • Universia. (2016). III Estudio sobre el grado de inclusión del sistema universitario español respecto a la realidad de la discapacidad. Madrid: Universia – CERMI.
  • Wessel, R., Jones, D., Blanch, C., & Markle, L. (2015). Pre-enrollment considerations of undergraduate wheelchair users and their post-enrollment transitions. Journal of Postsecondary Education and Disability, 28, 57–71
  • White, G., Summers, J., Zhang, E., & Renault, V. (2014). Evaluating the effects of a self-advocacy training program for undergraduates with disabilities. Journal of Postsecondary Education and Disability, 27, 229–244.
Fuente de los datos: Dialnet