Diversity and its attention from the inclusive and interdisciplinary
orientation in a university context
Abstract
Attending to diversity in the educational field contributes to achieving fairer and more egalitarian
societies, and can be achieved by fostering the development of human potential, overcoming
barriers and discrimination. In this sense, it was considered important to develop an investigation
to evaluate the scope of an inclusive and interdisciplinary Orientation program aimed at university
students with disabilities at the Faculty of Humanities and Education, University of Zulia,
Maracaibo, Venezuela. An empirical, evaluative study developed in four phases was carried out:
diagnosis, design, application and evaluation of the Intervention Program. The techniques were
used: interview, observation, survey and audiovisual; as instruments: question guide, checklist and
three questionnaires; these were processed with content analysis and statistically. The results
indicate that the students present socio-educational, psychological and academic needs; care needs
for parents, teachers and awareness and projection needs. The level of accessibility was diagnosed
in the pilot version of Inclusive LUZ-Test to know the vocational profiles of students with hearing
impairment. In response, a program was designed and implemented and its scope was evaluated in
the following aspects: organization and logistics, level of satisfaction, performance of the
facilitators and achievements; which were evaluated as appropriate and highly satisfactory, met
expectations, promoted personal growth and generated positive changes. Finally, the program is
evaluated as feasible and it is recommended to continue its application in the future.
Keywords: Students with disabilities; diversity; intervention program, inclusive counseling.
Introducción
Desde sus inicios, durante el siglo XXI se vienen produciendo cambios importantes en la
conceptualización de la educación, cambios que generan nuevos enfoques y prácticas educativas
en múltiples latitudes del mundo (Pérez, 2018). El desarrollo de una educación inclusiva es uno de
esos cambios relevantes, cuya finalidad es generar sociedades más justas e igualitarias; esta
realidad sólo será posible si todas las personas reciben una educación de similar calidad que les
permita aprender con niveles de excelencia y favorecer su interacción con estudiantes de diferentes
contextos sociales, culturales y con distintas capacidades y experiencias de vida (Organización de
las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO, 2017a).
La educación inclusiva podríamos definirla como el proceso de abordar y responder a la
diversidad de necesidades de todos los alumnos a través de una serie de prácticas particulares
dirigidas a fortalecer el aprendizaje y reducir la exclusión dentro del contexto escolar. Se parte de