EDUCATIONAL INCLUSION OF STUDENTS WITH DISABILITIES AT THE HIGHER LEVEL

Abstract

In this article we aim to get closer to understanding the inclusive policies and actions carried out at the UNRC, through the analysis of institutional policies and the situation of the inclusion of people with disabilities.  This approach is part of the knowledge construction carried out within the framework of the Research Project entitled: Inclusion of students with disabilities at the National University of Río Cuarto. From text to practice. It studied the educational inclusion of students with disabilities at the UNRC, from the various devices (regulations and actions) that are put into practice for this population group. To this end, from methodological aspects, the research adopted a qualitative approach, with the UNRC being the setting. The procedures selected for collecting information were in-depth interviews, document analysis, among others. The data analysis was carried out in the context of grounded theory, taking the constant comparison method as a strategy. In the discussion and conclusion, it is identified that there is an attempt to consider educational inclusion in the diversity of proposals carried out at the UNRC, through different actions, projects and programs. In relation to the inclusion of people with disabilities, individual and particularised approach actions are observed since they are given in response to specific emerging issues. Furthermore, there is a lack of clarity in the guidelines and little institutional communication in relation to the problem.