Sistemas de Seguimiento Académico a Estudiantes con Discapacidad en las Universidades de Guayaquil

According to the Ecuadorian State, educational institutions must promote educational inclusion and for this purpose they must have the following components: technological, technical and human support, teachers who must provide support and pedagogical follow-up to students, curricular adaptations and physical adaptations must be made to overcome lags and difficulties in the academic trajectory of students with disabilities, thus favoring the development of competencies under equal conditions. Under this approach, the existence of academic follow-up systems for the accompaniment of students with disabilities during their student life was explored. As a procedure to obtain data, surveys were conducted among the universe of interest (teachers and student welfare staff) of the 14 universities considered in the city of Guayaquil, as well as a search for official information published on their respective institutional websites. The results obtained were analyzed with the use of a statistical tool, with Chi Square hypothesis and analysis of percentages in aspects treated individually, with this it was concluded that 21.43% of the Universities have Academic Monitoring Systems for Students with Disabilities. Additionally, an analysis was made regarding the values obtained from the inclusive aspects investigated in the universities, with their institutional, facilitating/hindering and technological aspects, from which it was concluded that despite the efforts made by the universities, much remains to be done in all the aspects treated to favor an effective educational inclusion of students with disabilities.