Description

The general objective of this research was to reveal aspects of the psychoeducational area, necessary in teachers to strengthen the learning process in the classroom of students with hearing and visual disabilities of programs attached to the Faculty of Human Sciences of the University of Nariño, to contribute to the educational inclusion of said population. Therefore, its design corresponds to the qualitative paradigm with a hermeneutical approach and an ethnographic method, using the non-probability sampling technique. The population was made up of teachers, students with disabilities, and inclusion managers. An in-depth interview and semi-structured interviews were applied using scripts, as well as, documentary review through content sheets. Additionally, the specific objectives made it possible to diagnose the psychoeducational area, describe the institutional psychoeducational processes and characterize the didactic strategies. For the analysis of the collected information, qualitative coding and data triangulation were used; this led to the determination of the categories and the structuring of propositions around the subject. It was evidenced in the results that inclusion goes beyond accessibility in the infrastructure. In addition, that disability in the university is thought of from two perspectives: overvaluation and undervaluation. Also, that the concept of normality should be expanded towards the concept of diversity. Therefore, the general conclusion was to demonstrate the importance of special educational needs within the teaching-learning process of people with disabilities, in conjunction with reasonable accommodations, the biopsychosocial model, and comprehensive training.