Educational accesibility for diversity: teacher’s perspective

Authors

  • Lizeth Sánchez Universidad Rafael Landívar, Sede Antigua Guatemala

DOI:

https://doi.org/10.57247/riec.vi6.117

Keywords:

reasonable adjustments, affirmative actions, curricular adaptations, learning difficulties, disability

Abstract

Education is a fundamental right for people's lives as it enables better opportunities in the future. Since the Convention on the Rights of Persons with Disabilities in 2006 and its ratification in Guatemala in 2008, education must have all the characteristics to be inclusive and accessible. Being accessible does not only mean enrollment but also having knowledge about the field, adapting the methodology (flexibility), and making necessary changes in the environment. The aim of this work was to assess whether educational institutions are accessible to students with disabilities or other conditions that hinder the learning process: physical, methodological, and teacher training aspects. It was conducted through an online questionnaire with 97 teachers who teach at the pre-primary, primary, or secondary levels in Guatemala or Sacatepéquez. The results show that there are no accessible educational institutions to achieve full inclusion, which contradicts the Ley de Education Especial para las personas con capacidades especiales Special capabilities that states that educational institutions must provide education to all children who request it. It is imperative to create the ideal conditions for everyone to learn and enjoy the process with continuity and permanence.

Downloads

Download data is not yet available.

References

CENADOJ. (2007). Ley de Educación Especial para las Personas con Capacidades Especiales.

Congreso de la República de Guatemala. (1993). Constitución Política de Guatemala.

Consejo Nacional de Educación de Guatemala & USAID. (2012). Políticas Educativas.

Del Pino, M. (2015). Catálogo de medidas para la igualdad. Consejo Nacional para la discriminación. Secretaría de Gobernación.

Delgado, L. (2019). Aprendizaje centrado en el estudiante, hacia un nuevo arquetipo docente Ediciones Universidad de Salamanca /Enseñanza &+-96/ Teaching, No. 37, Vol. 1-2019, Pp. 139-154. https://doi.org/10.14201/et2019371139154 DOI: https://doi.org/10.14201/et2019371139154

Fernández, R. (2017). CeRebrando el aprendizaje. Editorial Bonum

Ministerio de Educación de Guatemala, MINEDUC. (2008). Política de Educación Inclusiva para la Población con Necesidades Educativas Especiales con y sin Discapacidad.

Ministerio de Educación de Guatemala, MINEDUC. (2009). Guía de adecuaciones curriculares para estudiantes con necesidades educativas especiales.

Orellana, C. (2019). Inclusión escolar: tratando de aclarar algunos conceptos.

Organización de Naciones Unidas ONU. (2006). Convención de derechos de las personas con discapacidad.

Organización de Naciones Unidas, ONU. (2015). Objetivos de Desarrollo Sostenible ODS.

Rodino, A. (2015). La educación con enfoque de derechos humanos como práctica constructora de inclusión social. Revista IIDH. Nº. 61, 2015, pp. 201 – 224

Sánchez, L. (2019). ¡Maestro, inclúyeme en el aula! Revista de la realidad nacional de la USAC. Junio 2019, N.163. Pp. 121 – 137.

Tomlinson, C. (2005). Estrategias para trabajar con la diversidad en el aula. Paidos.

UNESCO. (2005). Educación para Todos: El imperativo de la calidad. Informe de seguimiento de la EPT en el mundo.

Downloads

Published

2023-08-30

How to Cite

Sánchez, L. (2023). Educational accesibility for diversity: teacher’s perspective. Revista De Investigación De La Escuela De Ciencias Psicológicas, (6), 29–41. https://doi.org/10.57247/riec.vi6.117

Issue

No. 6 (2023)

Section

Artículos

License

Copyright (c) 2023 Lizeth Sánchez

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.