Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Diálogos e Perspectivas em Educação Especial (Online) |
Texto Completo: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8025 |
Resumo: | Following the guidelines of the Convention on the Rights of Persons with Disabilities, Uruguay has developed a variety of policies to guarantee the inclusion in every level of education. In this sense, the present article executes a survey of the process of inclusion of those students with disabilities that have access to the public higher education, particularly to the Faculty of Psychology of the Universidad de la República. In order to do so, it begins with the statistical data of the last census of undergraduate students of the University, to continue then, with the programmes that had been developed in Psychology regarding three levels of accessibility: physical, communicational and academic. It highlights the creation of the Educational Inclusion Commision and the Learning Support Program in order to identify and improve the transit of the students through the institution. In addition,statistical data is presented which shows the increase in the enrollment of students with disabilities to the faculty in the period 2016-2018. This article aims to be an element for future research that account for the transit of students with disabilities and enable further progress in the construction of an inclusive institutional culture. |
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Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la RepúblicaHacia una cultura institucional inclusiva. El caso de la Facultad de Psicología de la Universidad de la RepúblicaInclusión educativaDiscapacidadFacultad de PsicologíaEducational inclusionDisabilityFaculty of PsychologyFollowing the guidelines of the Convention on the Rights of Persons with Disabilities, Uruguay has developed a variety of policies to guarantee the inclusion in every level of education. In this sense, the present article executes a survey of the process of inclusion of those students with disabilities that have access to the public higher education, particularly to the Faculty of Psychology of the Universidad de la República. In order to do so, it begins with the statistical data of the last census of undergraduate students of the University, to continue then, with the programmes that had been developed in Psychology regarding three levels of accessibility: physical, communicational and academic. It highlights the creation of the Educational Inclusion Commision and the Learning Support Program in order to identify and improve the transit of the students through the institution. In addition,statistical data is presented which shows the increase in the enrollment of students with disabilities to the faculty in the period 2016-2018. This article aims to be an element for future research that account for the transit of students with disabilities and enable further progress in the construction of an inclusive institutional culture.Siguiendo los lineamientos de la Convención sobre los derechos de las personas con discapacidad, Uruguay ha desarrollado diversas políticas para garantizar la inclusión en todos los niveles de la educación. En este sentido, el presente artículo realiza un relevamiento de los procesos de inclusión de aquellos estudiantes en situación de discapacidad que acceden a la educación superior pública, particularmente a la Facultad de Psicología de la Universidad de la República. Para ello, se parte de los datos estadísticos del último censo de estudiantes de grado de la Universidad, para luego dar cuenta de los programas que se han ido desarrollando en Psicología en relación a tres niveles de accesibilidad: física, comunicacional y académica. Se destaca la creación de la Comisión de Inclusión Educativa y el Programa de Renovación de la Enseñanza con el fín de identificar y mejorar el tránsito de los estudiantes por la institución. Así también, se presentan datos estadísticos que dan cuenta del aumento de la matrícula de estudiantes en situación de discapacidad en la licenciatura en el período 2016-2018. Este artículo pretende ser un insumo para próximas investigaciones que den cuenta del tránsito de los estudiantes en situación de discapacidad y permitan seguir avanzando en la construcción de una cultura institucional inclusiva.Faculdade de Filosofia e Ciências2018-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/802510.36311/2358-8845.2018.v5n1.09.p111Revista Diálogos e Perspectivas em Educação Especial; v. 5 n. 1 (2018); 111-126Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 No. 1 (2018); 111-126Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 Núm. 1 (2018); 111-1262764-64402358-8845reponame:Revista Diálogos e Perspectivas em Educação Especial (Online)instname:Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP)instacron:UNESPporhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8025/5345Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIALinfo:eu-repo/semantics/openAccessSáez Antille, Sofía IsabelTorres Guerrero, Leonardo2020-03-24T13:31:24Zoai:ojs.www2.marilia.unesp.br:article/8025Revistahttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivasPUBhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/oaidialogoseperspectivas.marilia@unesp.br2764-64402358-8845opendoar:2020-03-24T13:31:24Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP)false |
dc.title.none.fl_str_mv |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República Hacia una cultura institucional inclusiva. El caso de la Facultad de Psicología de la Universidad de la República |
title |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
spellingShingle |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República Sáez Antille, Sofía Isabel Inclusión educativa Discapacidad Facultad de Psicología Educational inclusion Disability Faculty of Psychology |
title_short |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
title_full |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
title_fullStr |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
title_full_unstemmed |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
title_sort |
Towards an inclusive institutional culture: The case of the Faculty of Psychology of the Universidad de la República |
author |
Sáez Antille, Sofía Isabel |
author_facet |
Sáez Antille, Sofía Isabel Torres Guerrero, Leonardo |
author_role |
author |
author2 |
Torres Guerrero, Leonardo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sáez Antille, Sofía Isabel Torres Guerrero, Leonardo |
dc.subject.por.fl_str_mv |
Inclusión educativa Discapacidad Facultad de Psicología Educational inclusion Disability Faculty of Psychology |
topic |
Inclusión educativa Discapacidad Facultad de Psicología Educational inclusion Disability Faculty of Psychology |
description |
Following the guidelines of the Convention on the Rights of Persons with Disabilities, Uruguay has developed a variety of policies to guarantee the inclusion in every level of education. In this sense, the present article executes a survey of the process of inclusion of those students with disabilities that have access to the public higher education, particularly to the Faculty of Psychology of the Universidad de la República. In order to do so, it begins with the statistical data of the last census of undergraduate students of the University, to continue then, with the programmes that had been developed in Psychology regarding three levels of accessibility: physical, communicational and academic. It highlights the creation of the Educational Inclusion Commision and the Learning Support Program in order to identify and improve the transit of the students through the institution. In addition,statistical data is presented which shows the increase in the enrollment of students with disabilities to the faculty in the period 2016-2018. This article aims to be an element for future research that account for the transit of students with disabilities and enable further progress in the construction of an inclusive institutional culture. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8025 10.36311/2358-8845.2018.v5n1.09.p111 |
url |
https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8025 |
identifier_str_mv |
10.36311/2358-8845.2018.v5n1.09.p111 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8025/5345 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
dc.source.none.fl_str_mv |
Revista Diálogos e Perspectivas em Educação Especial; v. 5 n. 1 (2018); 111-126 Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 No. 1 (2018); 111-126 Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 Núm. 1 (2018); 111-126 2764-6440 2358-8845 reponame:Revista Diálogos e Perspectivas em Educação Especial (Online) instname:Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Diálogos e Perspectivas em Educação Especial (Online) |
collection |
Revista Diálogos e Perspectivas em Educação Especial (Online) |
repository.name.fl_str_mv |
Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
repository.mail.fl_str_mv |
dialogoseperspectivas.marilia@unesp.br |
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1797041697161478144 |