EDUCATION FOR ALL IN THE UNIVERSITY CONTEXT

Abstract

The development of professional competencies in the university environment requires professors to perform curricular adjustments that determine the flexibility in the planning of the teaching/learning process, and training education, in accordance with the transformations required by the educational system.

These competencies must help so that professors make personalized construction of knowledge by students possible, adapting themselves to learning rhythms and styles, and encouraging the development of adapted strategies. The purpose of this study is to analyze the didactic strategies strengthened by the teaching processes of the population with disabilities in the context of Atlántico University, oriented under a methodological proposal of the socio-critical paradigm, mixed research and with a Design from research-participation action (iap for its Spanish acronym). The population to be studied are the professors of the special education bachelor’s degree program from Atlántico university and the students with disabilities in the mentioned program.

Some data collection instruments were implemented, such as the documental revision matrix, semi-structured interview, direct observation and questionnaire. The obtained results stage the students’ perspective about the efficiency of the teaching strategies used by professors, and lead to the development of a support manual comprising the different axes to be taken into account in inclusive education as a proposal that guarantees the participation of students in the academic and formative offer given by Atlántico University’s program