Biblioteca Digital de VanguardiaDesafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú
The achievement of the inclusion of people with intellectual disability (ID) is one of the greatest challenges facing educational institutions and the community. According to World Health Organization (WHO, 2011), 15% of the population present disability, while in Peru there is roughly 5.2%, with in...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Faculdade de Filosofia e Ciências
2018
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| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8339 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72904 |
| _version_ | 1782335673354682368 |
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| author | Quispe, Estefani Aime Apaza |
| author_facet | Quispe, Estefani Aime Apaza |
| author_sort | Quispe, Estefani Aime Apaza |
| collection | Repositorio |
| description | The achievement of the inclusion of people with intellectual disability (ID) is one of the greatest challenges facing educational institutions and the community. According to World Health Organization (WHO, 2011), 15% of the population present disability, while in Peru there is roughly 5.2%, with intellectual disability being a greater proportion. In response to this, the inclusive or attention to diversity approach is proposed through the current National Curriculum of Basic Education, and Higher Education, regulations that guarantee entry and permanence in this. However, there are still difficulties in the educational institutions of these educational levels; in basic education, 25% of people with disabilities of school age prevail without access to the education system, which includes people with ID, and in higher education, only 5.99% access to institutes and colleges, which no reports have been found about the case of people with ID. In such a way that the importance of exploring about the situation of these people; thus, the present study aims to analyze the sociodemographic characteristics and instrumental learning skills of 10 participants (2 men and 8 women) with ID attending a health service of a Public Hospital in Lima Metropolitana. The type and design of research corresponds to Empirico-no experimental with descriptive strategy through surveys. The sample was collected by intentional sampling. The instruments used were a sociodemographic index and an AD HOC list of instrumental learning skills. This communication is based on brief advances on the construction of intellectual disability, the inclusion approach and educational policies that affect the access and permanence of people with ID in higher education. The findings seek the visibility of the situation of some people with ID and the generation of evidence that serves as the basis for the development of timely and relevant measures that provide equal opportunities for all. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO72904 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2018 |
| publisher | Faculdade de Filosofia e Ciências |
| record_format | greenstone |
| spelling | clacso-CLACSO729042022-03-21T17:58:54Z Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú Desafíos en Educación Superior: el caso de las personas con discapacidad intelectual en el Perú Quispe, Estefani Aime Apaza Discapacidad intelectual inclusión educativa habilidades instrumentales de aprendizaje educación básica y superior políticas educativas Intellectual disability educational inclusion instrumental learning skills basic and superior education educational policies The achievement of the inclusion of people with intellectual disability (ID) is one of the greatest challenges facing educational institutions and the community. According to World Health Organization (WHO, 2011), 15% of the population present disability, while in Peru there is roughly 5.2%, with intellectual disability being a greater proportion. In response to this, the inclusive or attention to diversity approach is proposed through the current National Curriculum of Basic Education, and Higher Education, regulations that guarantee entry and permanence in this. However, there are still difficulties in the educational institutions of these educational levels; in basic education, 25% of people with disabilities of school age prevail without access to the education system, which includes people with ID, and in higher education, only 5.99% access to institutes and colleges, which no reports have been found about the case of people with ID. In such a way that the importance of exploring about the situation of these people; thus, the present study aims to analyze the sociodemographic characteristics and instrumental learning skills of 10 participants (2 men and 8 women) with ID attending a health service of a Public Hospital in Lima Metropolitana. The type and design of research corresponds to Empirico-no experimental with descriptive strategy through surveys. The sample was collected by intentional sampling. The instruments used were a sociodemographic index and an AD HOC list of instrumental learning skills. This communication is based on brief advances on the construction of intellectual disability, the inclusion approach and educational policies that affect the access and permanence of people with ID in higher education. The findings seek the visibility of the situation of some people with ID and the generation of evidence that serves as the basis for the development of timely and relevant measures that provide equal opportunities for all. El logro de la inclusión de las personas con discapacidad intelectual (DI) es uno de los mayores desafíos a los que se enfrentan las instituciones educativas y comunidad. Según la Organización Mundial de la Salud (OMS, 2011), un 15% de la población presenta situación de discapacidad, mientras que en el Perú existe alrededor de un 5.2%, siendo de mayor proporción la discapacidad intelectual. En respuesta a ello, se plantea el enfoque inclusivo o de Atención a la diversidad por medio del actual Currículo Nacional de la Educación Básica y desde Educación Superior, normativas que garanticen el ingreso y permanencia en esta. Sin embargo, todavía existe dificultades en las instituciones educativas de estos niveles educativos; ya que, en educación básica, prevalece un 25% de personas con discapacidad en edad escolar sin acceso al sistema educativo dentro del cual se incluye a las personas con DI y en educación superior, solo un 5,99% accede a institutos y universidades, del cual no se han encontrado reportes sobre el caso de las personas con DI. De tal modo que surge la importancia de explorar sobre la situación de estas personas; para ello, el presente estudio tiene como objetivo analizar las características sociodemográficas y de habilidades instrumentales de aprendizaje de 10 participantes (2 varones y 8 mujeres) con DI asistentes a un servicio de salud de un Hospital Público de Lima Metropolitana. El tipo y diseño de investigación corresponde a Empírico-no experimental con estrategia descriptiva mediante encuestas. La muestra fue recogida mediante un muestreo intencionado. Los instrumentos utilizados fueron una ficha sociodemográfica y una lista de cotejo AD HOC de las habilidades instrumentales de aprendizaje. En esta comunicación se fundamentan breves avances sobre el constructo de discapacidad intelectual, el enfoque de inclusión y las políticas educativas que inciden en el acceso y permanencia de las personas con DI en la educación superior. Los hallazgos buscan la visibilización de la situación de algunas personas con DI y la generación de evidencia que sirva de base para la elaboración de medidas oportunas y pertinentes que brinden iguales oportunidades para todos y todas. 2018-04-24 2022-03-21T17:58:54Z 2022-03-21T17:58:54Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8339 10.36311/2358-8845.2018.v5n1.11.p141 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72904 por https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8339/5347 Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL application/pdf Faculdade de Filosofia e Ciências REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL; v. 5 n. 1 (2018); 141-158 2358-8845 |
| spellingShingle | Discapacidad intelectual inclusión educativa habilidades instrumentales de aprendizaje educación básica y superior políticas educativas Intellectual disability educational inclusion instrumental learning skills basic and superior education educational policies Quispe, Estefani Aime Apaza Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title | Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title_full | Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title_fullStr | Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title_full_unstemmed | Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title_short | Desafios da Educação Superior: o caso das pessoas com deficiencia intelectal no Perú |
| title_sort | desafios da educação superior: o caso das pessoas com deficiencia intelectal no perú |
| topic | Discapacidad intelectual inclusión educativa habilidades instrumentales de aprendizaje educación básica y superior políticas educativas Intellectual disability educational inclusion instrumental learning skills basic and superior education educational policies |
| url | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8339 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72904 |