Inclusive University Education in Bolivia: The Actors and Their Discourses
Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive ed...
| Main Authors: | , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2021
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/12366 https://doi.org/10.3390/su131910818 |
| _version_ | 1789406312686157824 |
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| author | Muyor Rodríguez, Jesús Fuentes Gutiérrez, Virginia Fuente-Robles, Yolanda María De la Amezcua-Aguilar, Teresa |
| author_facet | Muyor Rodríguez, Jesús Fuentes Gutiérrez, Virginia Fuente-Robles, Yolanda María De la Amezcua-Aguilar, Teresa |
| author_sort | Muyor Rodríguez, Jesús |
| collection | DSpace |
| description | Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive education. This paper aims to better understand the elements that facilitate and hinder university inclusion of students with functional diversity in Bolivia. The methodology used is qualitative. The discourses of key informants within the university community were collected using the focus group technique. The software Atlas.ti-8 was used for data processing and inductive coding was performed using the constant comparison method. The study’s main findings indicate that both the categorization of functional diversity and the financing model in place have a great impact on inclusive education actions at the university level. The research also reveals a lack of correspondence between the rights of people with functional diversity and the resources allocated to them. The conclusions point to the need to establish intersectional institutional strategies based on the recognition of diversity as an essential value in the development of inclusive and sustainable education. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-12366 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2021 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-123662023-04-12T19:41:30Z Inclusive University Education in Bolivia: The Actors and Their Discourses Muyor Rodríguez, Jesús Fuentes Gutiérrez, Virginia Fuente-Robles, Yolanda María De la Amezcua-Aguilar, Teresa inclusive education students with disabilities functional diversity higher education inclusive policies Bolivia disability educational responses inclusive teachers Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive education. This paper aims to better understand the elements that facilitate and hinder university inclusion of students with functional diversity in Bolivia. The methodology used is qualitative. The discourses of key informants within the university community were collected using the focus group technique. The software Atlas.ti-8 was used for data processing and inductive coding was performed using the constant comparison method. The study’s main findings indicate that both the categorization of functional diversity and the financing model in place have a great impact on inclusive education actions at the university level. The research also reveals a lack of correspondence between the rights of people with functional diversity and the resources allocated to them. The conclusions point to the need to establish intersectional institutional strategies based on the recognition of diversity as an essential value in the development of inclusive and sustainable education. 2021-10-04T10:49:48Z 2021-10-04T10:49:48Z 2021-09-29 info:eu-repo/semantics/article 2071-1050 http://hdl.handle.net/10835/12366 https://doi.org/10.3390/su131910818 en https://www.mdpi.com/2071-1050/13/19/10818 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | inclusive education students with disabilities functional diversity higher education inclusive policies Bolivia disability educational responses inclusive teachers Muyor Rodríguez, Jesús Fuentes Gutiérrez, Virginia Fuente-Robles, Yolanda María De la Amezcua-Aguilar, Teresa Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title | Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title_full | Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title_fullStr | Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title_full_unstemmed | Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title_short | Inclusive University Education in Bolivia: The Actors and Their Discourses |
| title_sort | inclusive university education in bolivia: the actors and their discourses |
| topic | inclusive education students with disabilities functional diversity higher education inclusive policies Bolivia disability educational responses inclusive teachers |
| url | http://hdl.handle.net/10835/12366 https://doi.org/10.3390/su131910818 |
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