Tutorships to Promote University Educational Inclusion

Bertha Alice Naranjo Sanchez; Freddy Bayron Potes Duque

doi:10.21125/iceri.2022.0072

Tutorships to Promote University Educational Inclusion

Título traducido de la contribución: Tutorías para Fomentar la Inclusión Educativa Universitaria

Bertha Alice Naranjo Sanchez, Freddy Bayron Potes Duque

Tecnologías de Información y Comunicación Asociadas A la Discapacidad (TICAD)

Producción científica: Contribución a una conferencia › Documento

Resumen

El confinamiento como consecuencia de la crisis sanitaria mundial derivada del Coronavirus SARS-CoV-2, afectó significativamente la forma en que se impartía la educación, pero sin duda, el objetivo final de la comunidad educativa a nivel mundial para no dejar a ningún alumno desfavorecido. de estudiar fue el establecimiento de la educación en línea. Esta realidad que les ha tocado vivir a los aprendices en los diferentes niveles educativos los ha obligado a reaprender un esquema impuesto por la contingencia, lo que podría causarles estrés y desesperación, por lo que es necesario un acompañamiento personalizado, especialmente para los estudiantes con discapacidad a nivel universitario que deben superar barreras en ocasiones por la tecnología y la falta de accesibilidad. Por ello, para fortalecer el aprendizaje en esta modalidad virtual, surge el proyecto PETE (Profesionales expertos en TIC y educación). Este artículo tiene como objetivo presentar los resultados obtenidos del proyecto PETE, en el que participan profesionales voluntarios como tutores en el apoyo académico de alumnos con discapacidad. La investigación se realizó en la Universidad Politécnica Salesiana, bajo una investigación de tipo cuantitativa, y permitió identificar el proceso de tutoría desarrollado, así como los resultados obtenidos. El cuestionario en línea se aplicó como instrumento al inicio y al final del semestre. Además, se realizó la triangulación de la información con personas con discapacidad, padres de familia y la información brindada por el sistema académico de la universidad. Como resultado se obtuvo que la tutoría se realizó con la participación activa de los educandos.

Título traducido de la contribución	Tutorías para Fomentar la Inclusión Educativa Universitaria
Idioma original	Inglés estadounidense
DOI	https://doi.org/10.21125/iceri.2022.0072
Estado	Publicada - 7 nov. 2022
Evento	15th annual International Conference of Education, Research and Innovation (ICERI 2022) - ES Duración: 7 nov. 2022 → 9 nov. 2022 https://iated.org/iceri/

Conferencia

Conferencia	15th annual International Conference of Education, Research and Innovation (ICERI 2022)
Período	7/11/22 → 9/11/22
Dirección de internet	https://iated.org/iceri/

Palabras clave

Accesibilidad
Aprendizaje autónomo
Educación inclusiva
Tics
Tutorías

Areas de Conocimiento del CACES

111A Educación

Acceder al documento

10.21125/iceri.2022.0072

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title = "Tutorships to Promote University Educational Inclusion",

abstract = "The confinement as a consequence of the global health crisis derived from the SARS-CoV-2 Coronavirus, significantly affected the way in which education was imparted, but without doubt, the final objective of the educational community worldwide in order not to leave any student deprived of studying was the establishment of online education. This reality that apprentices have had to live at different levels of education has forced them to relearn a scheme imposed by contingency, which could cause stress and desperation in them, for which a personalized accompaniment is necessary, especially for students with disability at the university level, who must overcome barriers sometimes due to technology and lack of accessibility. Therefore, to strengthen learning in this virtual modality, the PETE project (Professional experts in ICT and education) emerged. This article aims to present the results obtained from the PETE project, in which volunteer professionals participate as tutors in the academic support of pupils with disabilities. The research was conducted at Universidad Polit{\'e}cnica Salesiana, under a quantitative type investigation, and allowed to identify the tutorship process developed, as well as the results obtained. The online questionnaire was applied as an instrument at the beginning and end of the semester. In addition, the triangulation of the information was carried out with individuals with disabilities, parents and the information provided by the academic system of the university. As a result, it was obtained that the tutorship was performed with the active participation of learners, reaching the main objective of the project, which consisted in the accompaniment, follow-up and guidance throughout the semester, which allowed pupils with disabilities 100% ensure effective learning and succeed passing all the subjects.",

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KW - Aprendizaje autónomo

KW - Educación inclusiva

KW - Tics

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KW - Tics

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Tutorships to Promote University Educational Inclusion

Resumen

Conferencia

Palabras clave

Areas de Conocimiento del CACES

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto