Recursos tecnológicos y formación docente para la inclusión educativa de estudiantes con discapacidad en la universidad

  1. Cotán Fernández, Almudena 1
  2. Márquez Díaz, José Ramón 2
  3. Álvarez Díaz, Katia 3
  4. Gallardo-López, José Alberto 3
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  3. 3 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

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Journal:
epsir: European Public & Social Innovation Review

ISSN: 2529-9824

Year of publication: 2024

Issue Title: Innovando en gestión para la inclusión en las esferas sociales educativas y gerenciales

Issue: 9

Type: Article

DOI: 10.31637/EPSIR-2024-820 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: epsir: European Public & Social Innovation Review

Abstract

Introduction: Currently, universities must offer resources and approaches that address the diverse needs of students with and without disabilities. Thus, technological resources emerge as powerful tools to design inclusive educational practices and develop real spaces for learning, participation and motivation. Methodology: From a narrative approach, the objective of the study is to analyze, from the perspective of students with disabilities at Andalusian universities, what are the main technological resources that teachers use and that facilitate their learning. Structured interviews were conducted with 11 participants. Results: it is highlighted that teachers use various technological resources that significantly improve the learning of university students with disabilities, allowing them to access the content in a flexible way and adapted to their individual needs. However, it is considered essential that teachers are properly trained and trained to apply these technological resources with an inclusive and pedagogical approach. Conclusions: On the one hand, the technological resources used by teachers significantly improve the learning of students with disabilities, allowing them to access the content in a flexible and adapted way; and, on the other hand, it is essential to train and educate teachers for the effective and inclusive use of these technologies in university classrooms.

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