Technological Tools and Inclusive Pedagogy for Students with Disabilities in Higher Education
A Systematic Review
Resumen
Para estudiar la educación inclusiva, es importante identificar las herramientas tecnológicas utilizadas en el proceso de enseñanza-aprendizaje y los componentes pedagógicos que permiten la eliminación de brechas digitales y educativas en estudiantes con discapacidad que acceden a la Educación Superior. Se desarrolló una revisión sistemática siguiendo el modelo PRISMA y el Manual Cochrane 5.1.0, con la recopilación de información en Web of Science y Scopus. Los resultados mostraron la variedad de herramientas tecnológicas utilizadas por el cuerpo docente en las aulas de clase, por el estudiantado para avanzar en sus estudios y los proyectos de innovación ejecutados por las universidades. Asimismo, se identifican las metodologías y modelos implementados en la pedagogía inclusiva para el proceso de enseñanza-aprendizaje. Se concluye que el uso de Tecnologías de la Información y la Comunicación en la Educación Superior, conlleva a una dicotomía entre aprender a utilizar los recursos digitales o suspender los estudios por la imposibilidad de acoplarse a las herramientas.
Descargas
Citas
Aguirre, A., Carballo, R., & Lopez-Gavira, R. (2021). Improving the academic experience of students with disabilities in higher education: faculty members of Social Sciences and Law speak out. Innovation: The European Journal of Social Science Research, 34(3), 305–320. https://doi.org/10.1080/13511610.2020.1828047
Akbar, A., Jabbar, A., Saleem, Q. U. I. A., & Ashiq, M. (2022). Access and Use of Digital Information Resources by Students with Vision Impairment: Challenges, Prospects and Expected Role of Libraries. International Journal of Disability, Development and Education, 71(2), 189-207. https://doi.org/10.1080/1034912X.2022.2095356
Algolaylat, A. S., Alodat, A. M., Muhidat, M. A., & Almakanin, H. A. (2023). Perspectives of Students with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a Jordanian University. TEM Journal-Technology Education Management Informatics, 12(1), 406–413. https://doi.org/10.18421/TEM121-50
Alsalem, G. M., & Doush, I. A. (2018). Access education: What is needed to have accessible higher education for students with disabilities in Jordan? International Journal of Special Education, 33(3), 541–561. https://files.eric.ed.gov/fulltext/EJ1196695.pdf
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1445304
Andrade, S., Tapia, M., & Tituana, F. (2020). Aprendizaje mediante el uso de Herramientas Tecnológicas en la Educación inclusiva y el fortalecimiento de la enseñanza. Revista Scientific, 5(17), 350–369. https://doi.org/https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.17.19.350-369
Arteaga, Y. (2023). Infopedagogía en el aula: Potenciando el aprendizaje a través de la integración de tecnología y pedagogía en Ecuador. Dominio De Las Ciencias, 9(2), 1795–1812. http://190.57.147.202:90/xmlui/handle/123456789/3488
Baguma, R., & Wolters, M. K. (2021). Making Virtual Learning Environments Accessible to People with Disabilities in Universities in Uganda. Frontiers in Computer Science, 3, 638275. https://doi.org/10.3389/fcomp.2021.638275
Beyene, W. M., Mekonnen, A. T., & Giannoumis, G. A. (2023). Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context. International Journal of Inclusive Education, 27(1), 18–34. https://doi.org/10.1080/13603116.2020.1817580
Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 28(2), 197-213. https://doi.org/10.1080/13603116.2021.1937344
Buitrago, L. M., Laverde, G. M., Amaya, L. Y., & Hernández, S. I. (2022). Pensamiento computacional y educación STEM: reflexiones para una educación inclusiva desde las prácticas pedagógicas. Panorama, 16(30), 199–223. https://www.redalyc.org/articulo.oa?id=343969897012
Cinquin, P.-A., Guitton, P., & Sauzéon, H. (2021). Designing accessible MOOCs to expand educational opportunities for persons with cognitive impairments. Behaviour & Information Technology, 40(11), 1101–1119. https://doi.org/10.1080/0144929X.2020.1742381
Clavijo, R., & Bautista-Cerro, M. (2020). La educación inclusiva. Análisis y reflexiones en la educación superior ecuatoriana. Alteridad, Revista de Educación, 15(1), 113–124. https://doi.org/10.17163/alt.v15n1.2020.09
Cotán, A., Aguirre, A., Morgado, B., & Melero, N. (2021a). Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education. Sustainability, 13(6), 3031. https://doi.org/10.3390/su13063031
Cotán, A., Carballo, R., & Spinola-Elias, Y. (2021b). Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities. International Journal of Inclusive Education, 28(7), 1240-1257. https://doi.org/10.1080/13603116.2021.1991492
Cruz-Picón, P., & Hernández-Correa, L. (2022). Una reflexión en torno a la educación inclusiva en el aula. Revista Investigium IRE Ciencias Sociales y Humanas, 13(1), 57–70. https://doi.org/10.15658/INVESTIGIUMIRE.221301.05
Díaz, M. N. , & Morgado, B. (2022). “With arms wide open”. Inclusive pedagogy in higher education in Spain. Disability & Society, 39(7), 1800-1820. https://doi.org/10.1080/09687599.2022.2162858
Espínola, A. (2020). Educación inclusiva e igualdad de las personas con discapacidad en la transformación digital. Revista Jurídica Valenciana, 35, 1–13.
Fasting, R. B., & Breilid, N. (2023). Cross-professional collaboration to improve inclusive education. Scandinavian Journal of Educational Research, 68(4), 661-676. https://doi.org/10.1080/00313831.2023.2175248
Ferede, B., Elen, J., van Petegem, W., Hunde, A. B., & Goeman, K. (2022). Instructors’ educational ICT use in higher education in developing countries: evidence from three Ethiopian Universities. Journal of Computing in Higher Education, 34(3), 658–678. https://doi.org/10.1007/s12528-022-09316-3
France, E. F., Cunningham, M., Ring, N., Uny, I., Duncan, E. A. S., Jepson, R. G., Maxwell, M., Roberts, R. J., Turley, R. L., Booth, A., Britten, N., Flemming, K., Gallagher, I., Garside, R., Hannes, K., Lewin, S., Noblit, G. W., Pope, C., Thomas, J., […] Noyes, J. (2019). Improving reporting of meta-ethnography: the eMERGe reporting guidance. BMC Medical Research Methodology, 19(1), 25. https://doi.org/10.1186/s12874-018-0600-0
Garay-Rondero, C. L., Salinas-Navarro, D. E., & Calvo, E. Z. R. (2020). Design for Inclusion and Diversity: Developing Social Competencies in Engineering Education. In Advances in Industrial Design: Proceedings of the AHFE 2020 Virtual Conferences on Design for Inclusion, Affective and Pleasurable Design, Interdisciplinary Practice in Industrial Design, Kansei Engineering, and Human Factors for Apparel and Textile Engineering: July 16–20, 2020, (pp. 85-92). Springer International Publishing. https://doi.org/10.1007/978-3-030-51194-4_12
González, G., Rodríguez, M., Campoverde, M., & Bustamante, J. (2023). Brechas en la inclusión de estudiantes universitarios con discapacidad sensorial en la educación superior: Revisión sistemática de la literatura. Pentaciencias, Revista Científica Arbitrada Multidisciplinaria, 5(1), 119–134. https://editorialalema.org/index.php/pentaciencias/article/view/421
Grier-Reed, T., & Williams-Wengerd, A. (2018). Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom. Education Sciences, 8(4), 167. https://doi.org/10.3390/educsci8040167
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2019). University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible. International Journal of Inclusive Education, 23(6), 639–655. https://doi.org/10.1080/13603116.2018.1442507
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2021). Learning impacts reported by students living with learning challenges/disability. Studies in Higher Education, 46(6), 1146–1158. https://doi.org/10.1080/03075079.2019.1661986
Hackett, J., Kruzich, J., Goulter, A., & Battista, M. (2021). Tearing down the invisible walls: Designing, implementing, and theorizing psychologically safer co-teaching for inclusion. Journal of Educational Change, 22(1), 103–130. https://doi.org/10.1007/s10833-020-09401-3
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la Investigación (6th ed.). McGraw-Hill.
Jönsson, L. (2017). Learning by designing interview methods in special education. In Interactivity, Game Creation, Design, Learning, and Innovation: 5th International Conference, ArtsIT 2016, and First International Conference, May 2–3, 2016, (pp. 272-279). Springer International Publishing. https://doi.org/10.1007/978-3-319-55834-9_32
Kent, M., Ellis, K., & Giles, M. (2018). Students with Disabilities and eLearning in Australia: Experiences of Accessibility and Disclosure at Curtin University. TechTrends, 62(6), 654–663. https://doi.org/10.1007/s11528-018-0337-y
Khalil, M., Slade, S., & Prinsloo, P. (2023). Learning analytics in support of inclusiveness and disabled students: a systematic review. Journal of Computing in Higher Education, 36, 202-219. https://doi.org/10.1007/s12528-023-09363-4
Lebenicnik, M., & Istenic Starcic, A. (2018). Factors related to the use of online learning resources: The perception of environmental and contextual barriers of students with special educational needs and their peers. In In Innovative Technologies and Learning: First International Conference, ICITL 2018: August 27–30, 2018, (pp. 329-336). https://doi.org/10.1007/978-3-319-99737-7_35
Liu, J., Utemov, V. V, & Kalimullin, A. M. (2017). Teaching Mathematical Subjects to Students with Musculoskeletal Disabilities: Public and Peer Discussions. EURASIA Journal of Mathematics Science and Technology Education, 13(6), 2111–2131. https://doi.org/10.12973/eurasia.2017.01217a
Lopez-Gavira, R., Moriña, A., & Morgado, B. (2021). Challenges to inclusive education at the university: the perspective of students and disability support service staff. Innovation: The European Journal of Social Science Research, 34(3), 292–304. https://doi.org/10.1080/13511610.2019.1578198
Lyner-Cleophas, M. (2019). Assistive technology enables inclusion in higher education: The role of Higher and Further Education Disability Services Association. African Journal of Disability, 8(1), 1-6. https://doi.org/10.4102/ajod.v8i0.558
Mejía-Caguana, D., Riveros-Villareal, V., & Cevallos, J. (2021). Los ambientes virtuales de aprendizaje en la educación inclusiva. Polo Del Conocimiento, 6(3), 591–604. https://dialnet.unirioja.es/descarga/articulo/7926881.pdf
Mendoza, M., & Heymann, J. (2022). Implementation of Inclusive Education: A Systematic Review of Studies of Inclusive Education Interventions in Low- and Lower-Middle-Income Countries. International Journal of Disability, Development and Education, 71(3), 299-316. https://doi.org/10.1080/1034912X.2022.2095359
Mintz, J., & Wyse, D. (2015). Inclusive pedagogy and knowledge in special education: addressing the tension. International Journal of Inclusive Education, 19(11), 1161–1171. https://doi.org/10.1080/13603116.2015.1044203
Montoya-González, A. (2021). Educación inclusiva. ¿Cómo estamos? Revista Innova Educación, 3(3), 33–52. https://doi.org/10.35622/j.rie.2021.03.002
Moriña, A. (2022). Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching. Teaching in Higher Education, 27(3), 371–386. https://doi.org/10.1080/13562517.2020.1724938
Naicker, S. (2018). Inclusive Education in South Africa and the Developing World: The Search for an Inclusive Pedagogy. Emerald Publishing Limited https://doi.org/10.1108/9781787436909
Ndlovu, S. (2021). Provision of assistive technology for students with disabilities in South African higher education. International Journal of Environmental Research and Public Health, 18(8), 3892. https://doi.org/10.3390/ijerph18083892
Ntombela, S. (2020). Teaching and learning support for students with disabilities: Issues and perspectives in open distance e-learning. Turkish Online Journal of Distance Education, 21(3), 18–26. https://doi.org/10.17718/TOJDE.761919
Organization for Economic Co-operation and Development (OECD). (2020). Making the Most of Technology for Learning and Training in Latin America. OECD Skills Studies and OECD Publishing. https://doi.org/10.1787/ce2b1a62-en
Orozco, I., & Moriña, A. (2023). Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy. International Journal of Inclusive Education, 27(5), 620–635. https://doi.org/10.1080/13603116.2020.1866686
Pacheco, E., Lips, M., & Yoong, P. (2018). Transition 2.0: Digital technologies, higher education, and vision impairment. The Internet and Higher Education, 37, 1–10. https://doi.org/10.1016/j.iheduc.2017.11.001
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … McKenzie, J. E. (2021b). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 372(160), 1-36. https://doi.org/10.1136/bmj.n160
Patey, M. J., Jin, Y., Ahn, B., Lee, W. I., & Yi, K. J. (2021). Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles. International Journal of Inclusive Education, 27(4), 1659-1678. https://doi.org/10.1080/13603116.2021.1916102
Pearson, V., Lister, K., McPherson, E., Gallen, A.-M., Davies, G., Colwell, C., Bradshaw, K., Braithwaite, N., & Collins, T. (2019). Embedding and sustaining inclusive practice to support disabled students in online and blended learning. Journal of Interactive Media in Education, 1, 1-10. https://doi.org/10.5334/jime.500
Pegalajar Palomino, M. del C. (2021). Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante. Revista de Investigación Educativa, 39(1), 169–188. https://doi.org/10.6018/rie.419481
Pena-Becerril, M., Camacho-Zuñiga, C., Martínez-Pena, C., & González-Balderas, J. C. (2021). Building a truly inclusive protocol for students with disabilities from an experience in STEM areas. IEEE Global Engineering Education Conference (EDUCON): 21-23 April 2021 (pp. 189–193). https://doi.org/10.1109/EDUCON46332.2021.9454024
Perera, V. H., Morina, A., Sánchez-Díaz, N., & Spinola-Elias, Y. (2021). Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability, 13(9), 4755. https://doi.org/10.3390/su13094755
Reddick, R., & Taylor, Z (2018). Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. The Review of Higher Education, 41(3), 493–496. https://doi.org/10.1353/rhe.2018.0021
Rios Osorio, L. A., Higuita Gutierrez, L. F., & Cardona Arias, J. A. (2016). Revisiones sistematicas de la literatura cientifica: la investigacion teorica como principio para el desarrollo de la ciencia basica y aplicada. Fondo Editorial Universidad Cooperativa de Colombia. https://doi.org/10.16925/9789587600377
Román-Graván, P. , & Fernández-Cerero, J. (2022). Training of university teachers in ICT and disability. The case of the University of Seville. IJERI-International JOURNAL of Educational Research and Innovation, 17, 135–151. https://doi.org/10.46661/ijeri.6168Rose, J., & Johnson, C. W. (2020). Contextualizing reliability and validity in qualitative research: toward more rigorous and trustworthy qualitative social science in leisure research. Journal of Leisure Research, 51(4), 432–451. https://doi.org/10.1080/00222216.2020.1722042
Sánchez-Díaz, M. N., & Morgado, B. (2022). Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty. Journal of Continuing Higher Education, 70(3), 175–191. https://doi.org/10.1080/07377363.2021.1946635
Sánchez-Díaz, M. N., & Morgado, B. (2023). Democratizing Higher Education: The Use of Educational Technologies to Promote the Academic Success of University Students with Disabilities. Societies, 13(3), 57. https://doi.org/10.3390/soc13030057
Seale, J. (2020). Improving accessible digital practices in higher education: Challenges and new practices for inclusion. In J. Sale (Ed.), Improving Accessible Digital Practices in Higher Education: Challenges and New Practices for Inclusion. https://doi.org/10.1007/978-3-030-37125-8
Seale, J., Burgstahler, S., & Havel, A. (2022). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning: The Journal of Open, Distance and e-Learning, 37(1), 6–29. https://doi.org/10.1080/02680513.2020.1727320
Silletti, F., Ritella, G., Iacobellis, B., Semeraro, C., Episcopo, E., Cassibba, R., & Coppola, G. (2021). Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs. Qwerty, 16(2), 30–46. https://doi.org/10.30557/QW000042
Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each individual in the context of “everybody.” Teaching and Teacher Education, 49, 89–96. https://doi.org/10.1016/j.tate.2015.03.006
Stăiculescu, C., Dincă, V. M., & Gheba, A. (2022). Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania. Sustainability (Switzerland), 14(17), 10803. https://doi.org/10.3390/su141710803
Suherman, Y., Juhanaini, J., Maryanti, R., & Rochyadi, E. (2022). Innovation of “braille corner” digital learning based on learning for the students with visual impairment in inclusion settings. Journal of Engineering Science and Technology, 17(6), 4253–4265. https://jestec.taylors.edu.my/V17Issue6.htm
Tong, A., Flemming, K., McInnes, E., Oliver, S., & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Medical Research Methodology, 12(1), 181. https://doi.org/10.1186/1471-2288-12-181
Torán, M. M., & Sendra, C. E. (2022). Accesibilidad digital y discapacidad | Digital accessibility and disability. Revista Española de Discapacidad, 10(2), 111-133. https://www.cedid.es/redis/index.php/redis/article/view/795
Tracey, D., Barker, K., Valuka, P., Baambu, W., Gene, K., Moko, E., Robert, S., Robin, G., Sowi, C., Wanis, J., Wine, D., Nelson, G., & Arifeae, P. (2021). Furthering inclusive education in Papua New Guinea through teacher training: reflections on challenges and transformations. International Journal of Inclusive Education, 28(5), 525-542. https://doi.org/10.1080/13603116.2021.1941321
Veck, W. (2014). Inclusive pedagogy: ideas from the ethical philosophy of Emmanuel Levinas. Cambridge Journal of Education, 44(4), 451–464. https://doi.org/10.1080/0305764X.2014.955083
Vidal-Alegría, F. A., Muñoz-Gómez, E. P., Soto-Durán, D. E., & Reyes-Gamboa, A. X. (2021). Guía metodológica para evaluar Recursos Educativos Digitales accesibles enfocados a estudiantes con discapacidad auditiva, en el Contexto Colombiano. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, (E43), 213–226. https://dspace.tdea.edu.co/handle/tdea/2671
von Below, R., Spaeth, E., & Horlin, C. (2021). Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour. International Journal of Inclusive Education, 28(6), 940-957. https://doi.org/10.1080/13603116.2021.1988159
Wilkens, L., Haage, A., Lüttmann, F., & Bühler, C. R. (2021). Digital teaching, inclusion and students’ needs: Student perspectives on participation and access in higher education. Social Inclusion, 9(3), 117–129. https://doi.org/10.17645/si.v9i3.4125
Zambrano-Steensma, L. (2022). Experience and University Praxis in the Evaluation of Students with Hearing Disabilities. Revista Electronica Educare, 26(2), 106-120. https://doi.org/10.15359/ree.26-2.6
Zhu, J., & Liu, W. (2020). A tale of two databases: the use of Web of Science and Scopus in academic papers. Scientometrics, 123(1), 321–335. https://doi.org/10.1007/s11192-020-03387-8
Zongozzi, J. N. (2022). Accessible Quality Higher Education for Students with Disabilities in a South African Open Distance and e-Learning Institution: Challenges. International Journal of Disability, Development and Education, 69(5), 1645–1657. https://doi.org/10.1080/1034912X.2020.1822518
Zorec, K., Desmond, D., Boland, T., McNicholl, A., O’Connor, A., Stafford, G., & Gallagher, P. (2022). A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland. Disability & Society, 39(5), 1147-1172. https://doi.org/10.1080/09687599.2022.2114885
Derechos de autor 2024 Revista de Investigación Educativa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica.
