Brechas en la inclusión de estudiantes universitarios con discapacidad sensorial en la educación superior: Revisión sistemática de la literatura

Gardenia Leonor  González Orbea; Martha Johanna  Rodríguez Estrella; Mélida Rocío  Campoverde Méndez; Jorge Patricio  Bustamante Morante

Authors

Gardenia Leonor González Orbea Universidad Laica Vicente Rocafuerte de Guayaquil – Instituto Superior Tecnológico Guayaquil https://orcid.org/0000-0003-3183-7324
Martha Johanna Rodríguez Estrella Universidad Laica Vicente Rocafuerte de Guayaquil – Instituto Superior Tecnológico Guayaquil https://orcid.org/0000-0001-9939-0317
Mélida Rocío Campoverde Méndez Universidad Laica Vicente Rocafuerte de Guayaquil – Instituto Superior Tecnológico Guayaquil https://orcid.org/0000-0001-8848-7535
Jorge Patricio Bustamante Morante Universidad Laica Vicente Rocafuerte de Guayaquil – Instituto Superior Tecnológico Guayaquil https://orcid.org/0000-0001-5730-3027

Keywords:

inclusive education; gaps in inclusion; sensory impairment; higher education

Abstract

To identify relevant reviews on the gaps in Inclusive Education (IE) of college students with sensory impairment, a comprehensive and systematic search was conducted in September 2022, using the following electronic databases: Education Resource Information Center (ERIC), Springer, and Web of Science (WoS). The descriptors used were: "inclusive education", "gaps", "sensory disability" and "special educational needs" combined with "Higher Education" using the Boolean AND operator. The search was restricted to peer-reviewed journals and academic journals, to ensure a minimum quality standard of the included article. The eligibility criteria allowed refining the search, yielding 343 articles of which 154 remained after eliminating duplicates and discriminating by title and abstract reading. Finally, 9 primary studies were included to analyze in the present investigation. As main gaps in the inclusion of university students with sensory disabilities, it was identified that the problem of how to prepare educators to work more effectively in inclusive environments has not yet been resolved; assistive technologies and equipment are expensive and difficult to acquire; there is no natural disposition to celebrate diversity and promote cohesion within the university itself.

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