Pedagogical attention strategies in students with visual impairment
DOI:
https://doi.org/10.31948/Rev.unimar/unimar41-1-art6Palabras clave:
pedagogical attention strategies, visual disabilities, educational inclusionResumen
The objective of this research was to understand the importance of pedagogical attention strategies in the classroom, for students with visual disabilities in the context of educational inclusion at the Universidad Popular del Cesar, Sabanas campus, Valledupar municipality. It was based on various authors and was developed under the qualitative approach in the phenomenological method. A documentary review and interviews were carried out with two students with visual disabilities and two teachers of the institution, where the important effort of the latter was evidenced when considering all their students in the pedagogical practice, including those with visual disabilities. It is concluded that there is a need to train teaching staff to work competently to achieve more important achievements in terms of educational inclusion and pedagogy of inclusion related to disability.
Biografía del autor/a
Arnoldo Rafael Rodríguez Noriega, Universidad Popular del Cesar
Candidate for a Master’s in Pedagogy (Universidad Mariana); Degree in Spanish and English Language (Universidad Popular del Cesar). Teacher (Universidad Popular del Cesar).
Gustavo Adolfo González Roys, Universidad Mariana
Ph.D. Candidate in Educational Quality UBC (Mexico); Master in Management of Research and Development Projects URBE (Venezuela); Agro industrial Engineer, UNICESAR. Research Coordinator of the Master’s program in Pedagogy, Universidad Mariana, Valledupar, Colombia.
Leonardo Enrique Martínez Arredondo, Universidad Pedagógica y Tecnológica de Colombia.
Ph.D. Candidate in Educational Sciences URBE (Venezuela); Master in Chemistry Teaching; Specialist in Environmental Pedagogy, Universidad Popular del Cesar; Graduate in Chemistry and Biology Education Sciences, Universidad Pedagógica y Tecnológica de Colombia.
Referencias bibliográficas
Aguirre, E. (2016). The inclusion of visually impaired people in public and private higher education [Undergraduate Thesis, Universidad Pontificia Bolivariana]. UPB Repository. http://hdl.handle.net/20.500.11912/3625
Albert, M. (2007). Educational Research: Theoretical Keys. McGraw-Hill /Interamericana de España.
Andrade, P. & Yepes, M. (2020). Pedagogical strategies and recommendations for the care of students with visual impairment in the school classroom. Instituto Nacional para ciegos -INCI-. https://www.inci.gov.co/sites/default/files/cartillas1/EstrategiasyRecomendaciones.pdf
Arizabaleta, S. & Ochoa, A. (2016). Toward inclusive higher education in Colombia. Pedagogía y Saberes, (45), 41-52. https://doi.org/10.17227/01212494.45pys41.52
Bermúdez, G., Bravo, M., & Vargas, D. (2009). Disability in Colombia: a challenge for inclusive higher education. Revista Colombiana de Rehabilitación, 8(1), 41-55. https://doi.org/10.30788/RevColReh.v8.n1.2009.163
Bromberg, D., Carruyo, A., Elorriaga, M., Sánchez, D., Yáber, M., Urribarri, M., Arapé, M., & Pierre, J. (2016). Pedagogical recommendations for the equality and equalization of educational opportunities for students with disabilities in the classroom. Universidad del Zulia. https://www.researchgate.net/publication/311571209
Carrillo, S., Forgiony, J., Rivera, D., Bonilla, N., Montánchez, M., & Alarcón, M. (2017). Pedagogical practices regarding inclusive education from the teacher’s perspective. Espacios, 39(17). https://www.revistaespacios.com/a18v39n17/18391715.html
Decreto 1421 de 2017. (2017, 29 de agosto). Presidencia de la República de Colombia. https://www.funcionpublica.gov.co/eva/gestornormativo/norma_pdf.php?i=87040
Duarte, L., Pabón, N., Ascencio, A., & Gómez, P. (2019). Visual disability. An experience in the state teaching staff of the department of Santander, Colombia. Nodos y Nudos, 6(46), 73-88. https://doi.org/10.17227/nyn.vol6.num46-10597
Fajardo, M. (2017). Inclusive higher education in selected Latin American countries: Progress, obstacles, and challenges. Revista Latinoamericana de Educación Inclusiva, 11(1), 171-197. https://dx.doi.org/10.4067/S0718-73782017000100011
Flick, U. (2007). Introduction to qualitative research (2nd ed.). Morata.
Fundación Saldarriaga Concha. (2018, October 23). What is the overview for education for desabel people in Colombia? https://www.saldarriagaconcha.org/cual-es-el-panoramade-la-educacion-para-personas-condiscapacidad-en-colombia/
García, M., Maya, G., Pernas, I., Bert, J., & Juárez, V. (2016). Tutoring with an inclusive approach from the university for students with visual disabilities. Revista Cubana de Educación Superior, 35(3), 149-160.
Hernández, L., Castro, P., Castro, L., Méndez, T., Naranjo, R., & Lora, K. (2019). Visual therapy: what is it and when to indicate it? Revista Cubana de Oftalmología, 32(3), 1-12., 32(3), 1-12.
Ley 1680 de 2013. (2013, November 20). Congreso de Colombia. https://discapacidadcolombia.com/phocadownloadpap/LEGISLACION/LEY_1680_DE_2013.pdf
Luque, D. & Luque-Rojas, M. (2014). Knowledge of disability and social relations in the inclusive classroom. Suggestions for the tutorial action. Revista Iberoamericana de Educación, 54(6), 1-12. https://doi.org/10.35362/rie5461640
Martínez, M. (2004). Science and art in the qualitative methodology. Trillas.
Medina, M. (2016). Main problems to make inclusive education effective. Revista de Educación Inclusiva, 9(1), 196-206.
Ministerio de Educación Nacional (MEN). (2013). Guidelines of the Inclusive Higher Education Policy. MEN. https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf
Ocampo, J. C. (2018). Disability, inclusion and higher education in Ecuador: The case of Universidad Católica de Santiago de Guayaquil. Revista Latinoamericana de Educación Inclusiva, 12(2), 97-114. http://dx.doi.org/10.4067/S0718-73782018000200097
Organización de las Naciones Unidas (ONU). (2018). United Nations Strategy for Disability Inclusion. https://www.un.org/en/content/disabilitystrategy/assets/documentation/UN_Disability_Inclusion_Strategy_spanish.pdf
Real Academia Española (RAE). (2014). Disability. In Diccionario de la lengua española (23.rd ed.). https://dle.rae.es/discapacidad
Real Academia Española (RAE). (2014). Typhlology. In Diccionario de la lengua española (23.rd ed.). https://dle.rae.es/tiflolog%C3%ADa?m=form
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2009). Policy guidelines on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849
Organización de las Naciones Unidas para la Educación, la Ciencias y la Cultura (Unesco). (2020). Inclusion and education: All without exception. Monitoring report on education in the world. Unesco. https://gem-report-2020.unesco.org/wp-content/uploads/2020/06/GEMR_2020-Summary-ES-v8.pdf
Taylor, S. J. & Bogdan, R. (1987). Introduction to qualitative research methods (J. Piatigorsky, Trad.). Paidós. (Original work published in 1984).
Velandia, S., Castillo, M., & Ramírez, M. (2018). Access to higher education for people with disabilities in Cali, Colombia: poverty paradigms and inclusion challenges. Lectura de Economía, (89), 69-101. https://doi.org/10.17533/udea.le.n89a03
Villa, Y. (2017). The hegemony of normality in school. Conocimiento y Políticas Públicas Educativas, (33), 115-126. https://doi.org/10.36737/01230425.v0.n33.2017.1654
Zárate-Rueda, R., Díaz-Orozco, S., & OrtizGuzmán, L. (2017). Inclusive higher education. A challenge for pedagogical practices. Revista Electrónica Educare, 21(3), 1-24. https://doi.org/10.15359/ree.21-3.15
Cómo citar
Descargas
Descargas
Publicado
Número
Sección
Licencia

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los autores que publiquen en esta revista aceptan las siguientes condiciones:
1. Los autores conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista.
2. Los autores pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
3. Se permite y recomienda a los autores publicar su trabajo en Internet (por ejemplo en páginas institucionales o personales) antes y durante el proceso de revisión y publicación, ya que puede conducir a intercambios productivos y a una mayor y más rápida difusión del trabajo publicado (veaThe Effect of Open Access).