Educación superior inclusiva. Una revisión usando Tree of Science
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Jul 1, 2024
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Beatriz Ramírez Aristizábal
https://orcid.org/0000-0002-7297-9516
Paula Andrea Restrepo García
https://orcid.org/0000-0002-2119-8656
https://orcid.org/0000-0002-7297-9516
Paula Andrea Restrepo García
https://orcid.org/0000-0002-2119-8656
Resumen
Objetivo: en este artículo se busca identificar los principales aportes, vacíos y tendencias en torno a las prácticas inclusivas en la educación superior. Metodología: se realizó una búsqueda en Scopus y se aplicó el algoritmo de Tree of Science (ToS) para identificar los artículos en la raíz, tronco y ramas. Resultados: los resultados mostraron tres subcampos emergentes en la revisión de la producción científica en relación con la educación superior inclusiva: 1) los factores que influyen en la consolidación de una educación más inclusiva, 2) la inclusión de estudiantes con discapacidad: entre barreras y oportunidades, y 3) las implicaciones para la consolidación de prácticas de educación superior más inclusivas. Conclusiones: a partir de los estudios revisados,
se concluye la necesidad de generar más espacios de capacitación y formación sobre las comprensiones de la educación inclusiva y las prácticas que de ellas se derivan.
Cómo citar
Ramírez Aristizábal, B., & Restrepo García, P. A. (2024). Educación superior inclusiva. : Una revisión usando Tree of Science. ÁNFORA, 31(57), 327–353. https://doi.org/10.30854/anf.v31.n57.2024.1059
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Palabras clave
educación inclusiva, educación superior, práctica pedagógica, barreras, diversidad , (obtenidos del tesauro de la UNESCO).
Referencias
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Brewer, R., & Movahedazarhouligh, S. (2021). Students with Intellectual and Developmental Disabilities in Inclusive Higher Education: Perceptions of Stakeholders in a First-Year Experience. International Journal of Inclusive Education, 25(9), 993–1009. https://doi.org/10.1080/13603116.2019.1597184
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Collins, A., Azmat, F., & Rentschler, R. (2019). “Bringing Everyone on the Same Journey”: Revisiting Inclusion in Higher Education. Studies in Higher Education, 44(8), 1475–1487. https://doi.org/10.1080/03075079.2018.1450852
Corcoran, T., Whitburn, B., & Knight, E. (2022). Inherent Requirements in Higher Education: Locating You in Us. Perspectives Policy and Practice in Higher Education, 26(2), 69–75. https://doi.org/10.1080/13603108.2021.1986166
Cotán, A., Carballo, R., & Spinola-Elias, Y. (2021). Giving a Voice to the Best Faculty Members: Benefits of Digital Resources for the Inclusion of All Students in Arts and Humanities. International Journal of Inclusive Education,
0(0), 1–18. https://doi.org/10.1080/13603116.2021.1991492
Emmers, E., Baeyens, D. & Petry, K. (2020). Attitudes and Self-Efficacy of Teachers Towards Inclusion in Higher Education. European Journal of Special Needs Education, 35(2), 139–153. https://doi.org/10.1080/08856257.2019.1628337
Faura-Martínez, U., & Cifuentes-Faura, J. (2022). Building a Dynamic Indicator on Inclusive Education in Higher Education. European Journal of Special Needs Education, 37(4), 690–697. https://doi.org/10.1080/08856257.2021.1929237
Fernández, A. C. (2019). Investigación narrativa para contar historias: líneas de vida de estudiantes universitarios con discapacidad. Revista de la Educación Superior, 48(192), 23–47. https://doi.org/10.36857/resu.2019.192.927
Fuller, M., Healey, M., Bradley, A., & Hall, T. (2004). Barriers to Learning: A Systematic Study of the Experience of Disabled Students in One University. Studies in Higher Education, 29(3), 303–318. https://doi.org/10.1080/03075070410001682592
Garvis, S., Uusimaki, L., & Sharma, U. (2022). Swedish Early Childhood Preservice Teachers and Inclusive Education. In H. Harju-Luukkainen, N. B. Hanssen, & C. Sundqvist (Eds.). Special Education in the Early Years: Perspectives on Policy and Practice in the Nordic Countries (pp. 87–100). Springer International Publishing.
Gibson, S. (2012). Narrative Accounts of University Education: Socio-Cultural Perspectives of Students with Disabilities. Disability & Society, 27(3), 353–369. https://doi.org/10.1080/09687599.2012.654987
Gibson, S. (2015). When Rights are Not Enough: What is? Moving Towards New Pedagogy for Inclusive Education within UK Universities. International Journal of Inclusive Education, 19(8), 875–886. https://doi.org/10.1080/13603116.2015.1015177
Goodall, G., Mjøen, O. M., Witsø, A. E., Horghagen, S., & Kvam, L. (2022). Barriers and Facilitators in the Transition from Higher Education to Employment for Students with Disabilities: A Rapid Systematic Review. Frontiers in Education, 7, 1-15. https://doi.org/10.3389/feduc.2022.882066
Gow, M. A., Mostert, Y., & Dreyer, L. (2020). The Promise of Equal Education Not Kept: Specific Learning Disabilities – The Invisible Disability. African Journal of Disability, 9, 1-10. https://doi.org/10.4102/ajod.v9i0.647
Hanafin, J., Shevlin, M., Kenny, M., & Neela, E. M. (2007). Including Young People with Disabilities: Assessment Challenges in Higher Education. Higher Education, 54(3), 435–448. https://doi.org/10.1007/s10734-006-9005-9
Holloway, S. (2001). The Experience of Higher Education from the Perspective of Disabled Students. Disability & Society, 16(4), 597–615. https://doi.org/10.1080/09687590120059568
Hopkins, L. (2011). The Path of Least Resistance: A Voice Relational Analysis of Disabled Students’ Experiences of Discrimination in English Universities. International Journal of Inclusive Education, 15(7), 711–727. https://doi.org/10.1080/13603110903317684
Kantor, V.Z., & Proekt, Y. L. (2019). Inclusive Higher Education: Socio-Psychological Well-Being of Students. The Education and Science Journal, 21(2), 51–73. https://doi.org/10.17853/1994-5639-2019-2-51-73
Kantor, V.Z. & Proekt, Y. L. (2021). Inclusive Educational Process at the University: Theoretical and Experimental Model of Teachers’ Psychological Readiness. The Education and Science Journal, 23(3), 156–182. https://doi.org/10.17853/1994-5639-2021-3-156-182
Liasidou, A. (2014). Critical Disability Studies and Socially Just Change in Higher Education. British Journal of Special Education, 41(2), 120–135. https://doi.org/10.1111/1467-8578.12063
Lorenzo-Lledó, A., Lorenzo, G., Lledó, A., & Pérez-Vázquez, E. (2020). Inclusive Methodologies from the Teaching Perspective for Improving Performance in University Students with Disabilities. Journal of Technology and Science
Education, 10(1), 127-141. https://doi.org/10.3926/jotse.887
Madriaga, M., & Goodley, D. (2010). Moving Beyond the Minimum: Socially Just Pedagogies and Asperger’s Syndrome in UK Higher Education. International Journal of Inclusive Education, 14(2), 115–131. https://doi.org/10.1080/13603110802504168
Madriaga, M., Hanson, K., Heaton, C., Kay, H., Newitt, S., & Walker, A. (2010). Confronting Similar Challenges? Disabled and Non‐Disabled Students’ Learning and Assessment Experiences. Studies in Higher Education, 35(6), 647–658. https://doi.org/10.1080/03075070903222633
Mareño, M. (2021). El capacitismo y su expresión en la educación superior. Revista Argentina de Educación Superior, 13(23), 24-43. https://dialnet.unirioja.es/descarga/articulo/8247039.pdf
Márquez, C., & Melero, N. (2022). What are their Thoughts About Inclusion? Beliefs of Faculty Members About Inclusive Education. Higher Education, 83(4), 829–844. https://doi.org/10.1007/s10734-021-00706-7
Márquez, C., Sandoval, M., Sánchez, S., Simón, C., Moriña, A., Morgado, B., Moreno, I., García, J. A., Díaz, V., & Elizalde, B. (2021). Evaluación de la Inclusión en Educación Superior Mediante Indicadores. REICE, Revista Iberoamericana Sobre Calidad Eficacia y Cambio en Educación, 19(3), 33–51. https://doi.org/10.15366/reice2021.19.3.003
Melero, N., Moriña, A., & López, R. (2018). Life-Lines of Spanish Students with Disabilities during their University Trajectory. The Qualitative Report, 23(5), 1127-1145. https://doi.org/10.46743/2160-3715/2018.3092
Meskhi, B., Ponomareva, S., & Ugnich, E. (2019). E-learning in Higher Inclusive Education: Needs, Opportunities and Limitations. International Journal of Educational Management, 33(3), 424–437.
https://doi.org/10.1108/ijem-09-2018-0282
Molina, V. M., Perera, V. H., Melero, N., Cotán, A., & Moriña, A. (2016). The Role of Lecturers and Inclusive Education. Journal of Research in Special Educational Needs, 16(1), 1046–1049. https://doi.org/10.1111/1471-3802.12361
Morales, P. & Aguilera, M. C. (2022). Percepción de actores que participan en programas educativos inclusivos en educación superior. Revista Internacional de Humanidades, 11(1), 81-91. https://doi.org/10.37467/gkarevhuman.v11.3043
Moriña, A. (2017). Inclusive Education in Higher Education: Challenges and Opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Moriña, A. y Carballo, R. (2020). Universidad y educación inclusiva: recomendaciones desde la voz de estudiantes españoles con discapacidad. Educação & Sociedade, 41, 1-16. https://doi.org/10.1590/es.214662
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