Inclusivity in Education, experiences, achievements, challenges and challenges
DOI:
https://doi.org/10.5377/rtu.v13i36.17619Keywords:
Education, Inclusivity, Teaching, LearningAbstract
The main objective of this research is to identify the main achievements of inclusivity in education through the experiences of the protagonists and thus establish the main challenges to achieve the inclusivity of people with disabilities in education.
The unit of analysis of this research is constituted by a non-probabilistic sample, intentionally or by convenience, suitable for 24 secondary education students from the Miguel de Cervantes Saavedra Institute, 2 inclusive higher education students from UNAN-RUCFA, 6 teachers, young people from the municipality.
The change in education paradigms in general needs to be strengthened and in some cases broken to allow inclusivity in the education of inclusive people; Currently their participation is of quality in each of the activities.
Downloads
References
Alisedo, G (2006) El aprendizaje de la lengua escrita por el alumno sordo. Ministerio de Educación
Asamblea Nacional (Ley 763). Ley de los derechos de las personas con Discapacidad. Recuperado de: https://www.ilo.org/dyn/travail/docs/2129/Ley%20No.%20763%20(1).pdf
Arias, F. (2012). El proyecto de Investigación. Introducción a la metodología científica. (6ta ed.). Caracas: Episteme.
Bernal, C. (2010). Metodología de la investigación. (3ra ed.). Colombia: Pearson Educación.
Balieiro, L. (2014) Declaraciones de la UNESCO, educación de sordos y educación inclusiva: un análisis de la política nacional de educación de Brasil
Fish, S. y Jill P. Morford (junio del 2012) Los beneficios del bilingüismo: impacto en el desarrollo cognitivo y del lenguaje. Lenguaje y Aprendizaje visual: nota de investigación
Hernández, R, Fernández, C y Baptista, M. (2014). Metodología de la Investigación. (6ta edición). México: McGRAW-HILL.
ONU (2015). Objetivo de Desarrollo Sostenible
Vallejos, R. y García, B. (2016) La importancia del estudio de las lenguas de señas
Universidad Nacional Autónoma de Nicaragua, UNAN Managua (2020). Política De Admisión. Recuperado de: https://www.unan.edu.ni/wp-content/uploads/unan-managua-politica-institucional-de-ingreso-a-la-universidad.pdf
UNESCO. (2008). Conferencia Internacional de Educación la educación inclusiva: el camino hacia el futuro. Recuperado de: www.ibe. Unesco .org/.../user.../Confinted_48 3_Spanish.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Universidad Nacional Autónoma de Nicaragua-Managua
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms.
- The author or authors of the articles, essays or research grant the National Autonomous University of Nicaragua, Managua (UNAN-Managua) the editing rights (copyright) of the submitted work, therefore the University has the exclusive right to publish the article for the entire copyright period.
- These copyrights/authors authorize Torreón Universitario Magazine and the University to edit and disseminate/publish the article in said Magazine, including printed and electronic reproduction, storage, retrieval and any other type of publication, and sources of secondary information as services. of summaries and databases, they also empower it to protect the article against unauthorized use for dissemination by printed or electronic media (PDF, HTML, EPUB, XML or others).
License for use of content
The magazine uses the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License.
Under this statement:
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. It can be copied, distributed and transmitted publicly as long as the author and source are cited (Revista Torreón Universitario), it should not be modified or used for any commercial purpose. The full license can be found at http://creativecommons.org/licenses/by-nc-nd/4.0/.
