Suchergebnisse

Despite legislative efforts to facilitate the transition and access to higher education for students with disabilities, theirs translation into practice is considered insufficient, it requires new political and educational developments underpinned onthe impact of policies toward people and making the experiences of this collective. From the theoretical framework of inclusion, this study focuses on knowing the experiences and perceptions about transition and access to the university of 12 students with cerebral palsy, an absent group in the research of this educational stage. Through a biographical-narrative approach, concretized in self-reports and semi-structured interviews, three categories are analyzed by an emergent way: transition and initiation activities, perceived barriers and aids, and conceptions about diversity and inclusion. The results highlight the role of families in the transition and progress in terms of material aids and specific services by the institutions, while material barriers are highlighted and questioned he relevance of some actions undertaken. These findings are crossed by three different conceptions of diversity: naturalization, difference and inequality. Scientific and political implications are discussed at the end of the article. ; A pesar de los esfuerzos legislativos para facilitar la transición y el acceso a la educación superior de estudiantes con discapacidad, su traslación a la práctica se valora insuficiente, lo que requiere de nuevos desarrollos políticos y educativos sustentados en el impacto de las políticas en las personas y visibilizando las experiencias de este colectivo. Desde el marco teórico de la inclusión, este estudio se centra en conocer las experiencias y percepciones sobre transición y acceso a la universidad de 12 estudiantes con parálisis cerebral, colectivo ausente en la investigación en esta etapa. Mediante un enfoque biográfico-narrativo, concretado en autoinformes y entrevistas semiestructuradas, se analizan de manera emergente tres categorías: ...

This research focuses on the implementation of a series of actions and training workshops with families of a school located in a socially excluded area in the city of Cordoba, Spain. The study explores how the participants perceived the experience and the educational and social benefits of this formative process. The research methodology was based on a participatory action research approach, which involved successive cycles of research and action in different phases: planning and analysis of the problem, action, observation and reflection. Five key informants, selected according to the criterion of structural heterogeneity, participated in the research. Semi-structured interviews and field journals were used as research instruments and content analysis was the technique of choice to analyses the information. The results reveal that the participants found the workshops to be highly beneficial both personally and in terms of the image they project to their children. They also faced challenges regarding their continuity in the activity, such as prejudices or different communication codes. The discussion underlines the importance of conducting training activities with families in contexts of poverty as an educational action that can increase their interest and motivation towards the school and hence enhance their participation in school life.