Experiencias de los estudiantes con discapacidad durante la pandemia de COVID-19: desafíos y oportunidades para el aprendizaje

Autores

  • Almudena Cotán Fernández Universidad de Cádiz

DOI:

https://doi.org/10.37467/revhuman.v11.4030

Palavras-chave:

Estudiante con discapacidad, COVID-19, Educación Superior, Educación en línea, Tecnología, Desafíos, Oportunidades

Resumo

La pandemia originada por el covid-19, alteró todos los sectores de la sociedad a nivel mundial. En el caso de este artículo, se abordarán los cambios ocasionados en el ámbito educativo, concretamente en las instituciones de Educación Superior. Para ello, el objetivo principal que se persigue en este estudio es analizar los facilitadores y obstaculizares que los estudiantes con discapacidad identificaron durante los dos primeros cursos pandémicos. A tal fin, se analizarán las experiencias de tres estudiantes con discapacidad. Desde un enfoque de estudio de casos, la entrevista semi-estructurada ha sido el instrumento de recogida de información. Los resultados obtenidos plantean numerosos desafíos y oportunidades para poder desarrollar procesos educativos en línea que sean accesibles y equitativos para todo el colectivo estudiantil.

Referências

Aljaber, A. (2018). E-learning policy in Saudi Arabia: Challenges and successes. Research in Comparative and International Education, 13(1), 176–194. https://doi.org/10.1177/1745499918764147

Alkahtani, M.A. (2021). (2021). E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception. SAGE Open, 11(4), 21582440211054494. https://doi.org/10.1177/21582440211054494

Alsadoon, E., & Turkestani, M. (2020). Virtual Classrooms for Hearing-impaired Students durin the COVID-19 Pandemic. Romanian Journal for Multidimensional Education/Revista Romaneasca Pentru Educatie Multidimensionala, 12. https://doi.org/10.18662/rrem/12.1sup2/240

Banerjee, D. (2020). The COVID-19 outbreak: Crucial role the psychiatrists can play. Asian journal of psychiatry, 50, 102014. https://doir.org/10.1016/j.ajp.2020.102014

Becker, S., & Palladino, J. (2016). Assessing Faculty Perspectives about Teaching and Working with Students with Disabilities. Journal of Postsecondary Education and Disability, 29(1), 65-82. https://eric. ed.gov/?id=EJ1107476

Bender, L. (2020). Interim Guidance for COVID-19 Prevention and Control in Schools. UNICEF.

Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples.

Do-it. https://eric.ed.gov/?id=ED506547

Carballo, R., Cotán, A., & Spinola-Elias, Y. (2021). An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do. Arts and Humanities in Higher Education, 20(1), 21-41. https:// doi.org/10.1177/1474022219884281

Catalano, A. J., Torff, B., & Anderson, K. S. (2021). Transitioning to online learning during the COVID-19 pandemic: Differences in access and participation among students in disadvantaged school districts. International Journal of Information and Learning Technology, 38, 258–270. https://tinyurl.com/3mcfny3m

Cook, K. C., & Grant-Davis, K. (2020). Online education: Global questions, local answers. Routledge.

Cotán, A. (2017). Educación inclusiva en las instituciones de educación superior: narrativas de estudiantes con discapacidad. Revista Española de Discapacidad, 5(I), 43-61. https://doi.org/10.5569/2340- 5104.05.01.03

Cotán, A. (2022). Pedagogía inclusiva en educación superior: ¿cómo y cuándo evalúan los docentes. Revista Mexicana de investigación educativa, XXVII(94).

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. http://doi.org/10.1080/13603116.2021.1991492

Dukes, L. L., Koorland, M. A., & Scott, S. S. (2009). Making blended instruction better: Integrating the principles of universal design for instruction into course design and delivery. Action in Teacher Education, 31(1), 38- 48. https://doi.org/10.1080/01626620.2009.10463509

Dusek, G., Yurova, Y., & Ruppel, C. P. (2015). Using social media and targeted snowball sampling to survey a hard- to-reach population: A case study. International Journal of doctoral studies, 10, 279. https://tinyurl.com/ yc7m5mea

Everett, S., & Oswald, G. (2018). Engaging and training students in the development of inclusive learning materials for their peers. Teaching in Higher Education, 23(7), 802-817. https://doi.org/10.1080/13562517.201 7.1421631

Fawaz, M., & Samaha, A. (2020). The psychosocial effects of being quarantined following exposure to COVID-19: A qualitative study of Lebanese health care workers. International Journal of Social Psychiatry, 66(6), 560- 565. https://doi.org/10.1177/0020764020932202

Fung, M., & Babik, J. M. (2021). COVID-19 in immunocompromised hosts: what we know so far. Clinical Infectious Diseases, 72(2), 340-350. https://doi.org/10.1093/cid/ciaa863

Gale, T., Mills, C., & Cross, R. (2017). Socially inclusive teaching: Belief, design, action as pedagogic work. Journal of teacher education, 68(3), 345-356. https://doi.org/10.1177/0022487116685754

Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and undergraduates with disabilities: Challenges resulting from the rapid transition to online course delivery for students with disabilities in undergraduate STEM at large-enrollment institutions. CBE—Life Sciences Education, 20(3), ar36. https://doi.org/10.1187/cbe.21-02-0028

Goetz, J. P., & Lecompte, M. D. (1988). Etnografía y diseño cualitativo en investigación educativa (Vol. 1). Morata. Gundersen, C., Hake, M., Dewey, A., & Engelhard, E. (2020). Food insecurity during COVID-19. Applied Economic

Perspectives and Policy, 43(1), 153–161. https://doi.org/10.1002/aepp.13100

Hamilton, L. S., Kaufman, J. H., & Diliberti, M. (2020). Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys. Research Report. RR-A168-2. RAND Corporation. https://eric.ed.gov/?id=ED609421

Harvey, D., Greer, D., Basham, J., & Hu, B. (2014). From the student perspective: Experiences of middle and high school students in online learning. American Journal of Distance Education, 28(1), 14-26. https://doi.org

/10.1080/08923647.2014.868739

Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. Teaching exceptional children, 46(5), 70-78. https://doi.org/10.1177/0040059914528329

Holloway, J., & Foley, C. (2018). Pros, Cons of Online Learning for students with disabilities. US News & World Report. https://tinyurl.com/yc58ewkt

Hsu, H. E., Ashe, E. M., Silverstein, M., Hofman, M., Lange, S. J., Razzaghi, H., ... & Penman-Aguilar, A. (2020). Race/ ethnicity, underlying medical con- ditions, homelessness, and hospitalization status of adult patients with COVID-19 at an urban safety-net medical center—Boston, Massachu- setts, 2020. Morbidity and Mortality Weekly Report, 69(27), 864–869. http://doi.org/ 10.15585/mmwr.mm6927a3

https://doi.org/10.37433/aad.v1i2.35

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2021). The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education, 46(6), 943-955. https://doi.org/10.1080/0260 2938.2020.1828268

Jaeger, H. (2001). The “echo state” approach to analysing and training recurrent neural networks-with an erratum note. Bonn, Germany: German National Research Center for Information Technology GMD Technical Report, 148(34), 13. https://www.ai.rug.nl/minds/uploads/EchoStatesTechRep.pdf

Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165

Kantamneni, N. (2020). The impact of the COVID-19 pandemic on marginalized populations in the United States: A research agenda. Journal of vocational behavior, 119, 103439. https://tinyurl.com/jj7s7pp5

Kear, K., Jones, A., Holden, G., & Curcher, M. (2016). Social technologies for online learning: theoretical and contextual issues. Open Learning: The Journal of Open, Distance and e-Learning, 31(1), 42-53. https:// doi.org/10.1080/02680513.2016.1140570

McKeown, C., & McKeown, J. (2019). Accessibility in online courses: Under- standing the deaf learner. TechTrends, 63(5), 506–513. https://link.springer.com/article/10.1007/s11528-019-00385-3

McMillan, J. H., Schumacher, S., & Baides, J. S. (2005). Investigación educativa: una introducción conceptual. Pearson. Meleo-Erwin, Z., Kollia, B., Fera, J., Jahren, A., & Basch, C. (2021). Online support information for students with disabilities in colleges and universities during the COVID-19 pandemic. Disability and Health

Journal, 14(1), 101013. https://doi.org/10.1016/j.dhjo.2020.101013 Miles, M. B., y Huberman, A. M. (1994). Qualitative data analysis. Sage Publications.

Mncube, V., Mutongoza, B. H., & Olawale, E. (2021). Managing higher education institutions in the context of COVID-19 stringency: Experiences of stakeholders at a rural South African university. Perspectives in Education, 39(1), 390-409. https://hdl.handle.net/10520/ejc-persed_v39_n1_a24

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/10.1080/13562517.2020.1 724938

Moriña, A., & Orozco, I. (2022). Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas. Culture and Education, 1-35. https://doi.org/10.1080/1135 6405.2022.2031786

Narine, L., & Meier, C. (2020). Responding in a time of crisis: Assessing extension efforts during COVID-19. Advancements in Agricultural Development, 1(2), 12-23.

OMS (2020). Alocución de apertura del Director General de la OMS en la rueda de prensa sobre la COVID-19 celebrada el 11 de marzo de 2020. https://tinyurl.com/s4jypx4k

Peña, C. L., & Brogna, P. (2021). Educación superior, covid-19 y discapacidad: los retos de la universidad nacional autónoma de México durante la contingencia. Revista Inclusiones, 342-355. https://revistainclusiones. org/index.php/inclu/article/view/1019

Perera-Rodríguez, V. H., & Moriña Díez, A. (2019). Technological challenges and students with disabilities in higher education. Exceptionality, 27(1), 65-76. https://doi.org/10.1080/09362835.2017.1409117

Petretto, D. R., Carta, S. M., Cataudella, S., Masala, I., Mascia, M. L., Penna, M. P., ... & Masala, C. (2021). The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak. Clinical practice and epidemiology in mental health: CP & EMH, 17, 92. http://doi.org/10.2174/1745017902117010092

Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., ... & Slama, R. (2020). Remote learning guidance from state education agencies during the covid-19 pandemic: A first look. Massachusetts Institute of Technology. https://edarxiv.org/437e2/

Riessman, C. J. (2008): Narrative methods for the human sciences. Sage Publications.

Ro’fah, M.A., Hanjarwati, A., & Suprihatiningrum, J. (2020). Is online learning accessible during COVID-19 pandemic? Voices and experiences of UIN Sunan Kalijaga students with disabilities. Nadwa, 14(1), 1-38. https://doi.org/10.21580/nw.2020.14.1.5672

Roberts, J. B., Crittenden, L. A., & Crittenden, J. C. (2011). Students with disabilities and online learning: A cross- institutional study of perceived satisfaction with accessibility compliance and services. The Internet and Higher Education, 14(4), 242-250. https://doi.org/10.1016/j.iheduc.2011.05.004

Schaeffer, K. (2020). As schools shift to online learning amid pandemic, here’s what we know about disabled students in the US. https://tinyurl.com/v5ydatus

Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 8.

Scott, L., Bruno, L., Gokita, T., & Thoma, C. A. (2022). Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans. International Journal of Inclusive Education, 26(4), 333- 347. https://doi.org/10.1080/13603116.2019.1651910

Seale, J. K. 2014. E-Learning and Disability in Higher Education: Accessibility Research and Practice. 2nd ed. Routledge.

Shaw, J. (2009). The diversity paradox: Does student diversity enhance or challenge excellence?. Journal of Further and Higher Education, 33(4), 321-331. https://doi.org/10.1080/03098770903266018

Smalley, A. (2020,July7). Higher education responses to coronavirus (COVID-19). National Conference of State Legislatures. https://tinyurl.com/229f8n22

Smith, C. (2020). Challenges and opportunities for teaching students with disabilities during the COVID-19 pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167-173. https://doi. org/10.32674/jimphe.v5i1.2619

Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B., ... & Sukayt, A. (2020). Psychological impact of COVID-19 and lockdown among university students in Malaysia: Implications and policy recommendations. International Journal of Environmental Re- search and Public Health, 17(17), 6206. https://doi. org/10.3390/ijerph17176206

Terras, K., Anderson, S., & Grave, S. (2020). Comparing disability accommo- dations in online courses: A cross- classification. Journal of Educators Online, 17(2), n2. https://www.thejeo.com/archive/2020_17_2/terras_anderson_ grave

Tonks, D., Kimmons, R., & Mason, S. L. (2021). Motivations among special education students and their parents for switch- ing to an online school: Survey responses and emergent themes. Online Learning, 25(2), 171–189. https://eric.ed.gov/?id=EJ1301735

UNESCO (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. IESALC

Waight, M., & Oldreive, W. (2020). Investigating accessible infor- mation formats with people who have learning disabilities. Learning Disability Practice, 23(2), 23–30. https://tinyurl.com/5ye7dy7z

Wang, C., Zhao, H., & Zhang, H. (2020). Chinese college students have higher anxiety in new semester of online learning during COVID-19: A machine learning approach. Frontiers in Psychology, 11, 3465. https://doi. org/10.3389/fpsyg.2020.587413

Young, J., & Donovan, W. (2020). Shifting to Online Learning in the COVID-19 Spring. Policy Brief. Pioneer Institute for Public Policy Research.

Zhang, H., Nurius, P., Sefidgar, Y., Morris, M., Balasubramanian, S., Brown, J., ... & Mankoff, J. (2020). How does COVID-19 impact students with disabilities/health concerns?. arXiv preprint. https://arxiv.org/ abs/2005.05438

Publicado

2022-12-16

Como Citar

Cotán Fernández, A. . (2022). Experiencias de los estudiantes con discapacidad durante la pandemia de COVID-19: desafíos y oportunidades para el aprendizaje. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 13(3), 1–14. https://doi.org/10.37467/revhuman.v11.4030

Edição

Seção

Artigos de pesquisa (monográfico)