Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
The School of Nutrition of the Faculty of Medical Sciences of the National University of Córdoba, since 2010, systematically applies different strategies for the access, permanence and graduation of students with disabilities within the frame work of its institutional policies. In this article, a re...
Guardado en:
| Autores principales: | , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2023
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679 |
| Aporte de: |
| Sumario: | The School of Nutrition of the Faculty of Medical Sciences of the National University of Córdoba, since 2010, systematically applies different strategies for the access, permanence and graduation of students with disabilities within the frame work of its institutional policies. In this article, a review of these actions is carried out from the feelings of two current students of the undergraduate degree in nutrition who have visual disabilities. In the first instance, an analysis of the action protocols and their perspectives in the framework of institutional management and teaching experiences is presented. In addition, the academic trajectory of the student population with disabilities of the School of Nutrition is contextualized. For the development of in-depth interviews, two more advanced students in the career were selected with the purpose of describing the educational practices that they go through and have gone through since their university insertion.
From their points of view, the School of Nutrition responded to the emerging issues that emerged in each case through specific adjustments, reducing communication barriers. The beliefs, meanings and evaluations that each student makes of herself and educational practice lead to particular relational dynamics in the academic field. Not knowing all of this limits the possible actions for accessibility to higher education. |
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