Educación inclusiva en el programa de Trabajo Social de la Facultad de Ciencias Humanas y Sociales UNIMINUTO, Bello
Loading...
Date
2025-11-30
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Monografía
Rights
Acceso Restringido - http://purl.org/coar/access_right/c_16ec
Abstract
El presente trabajo de grado analiza la aplicación de las estrategias de educación inclusiva en el programa de Trabajo Social de la Facultad de Ciencias Humanas y Sociales (FCHS) de UNIMINUTO sede Bello. Su propósito es identificar cómo estas estrategias contribuyen a una educación sin excepción, garantizando el acceso, la permanencia y la participación de todos los estudiantes, especialmente aquellos con diversas capacidades, condiciones o contextos socioculturales.
La investigación se desarrolló bajo un enfoque cualitativo, mediante revisión documental, entrevistas (2 estudiantes con (NED) necesidades educativas diversas) y encuestas dirigidas a estudiantes (15 en total para estudiantes pertenecientes al programa de trabajo social UNIMINUTO sede Bello del octavo al noveno semestre) y 2 docentes del programa. Esto permitió conocer las percepciones de la comunidad educativa frente a la inclusión, así como las acciones institucionales establecidas por la Resolución Rectoral 1511 de 2019, que orienta la política de inclusión en UNIMINUTO.
Los resultados evidencian que la universidad ha avanzado significativamente en la promoción de una educación inclusiva, principalmente a través de acompañamientos psicosociales, ajustes razonables y un trato humano hacia la diversidad. Sin embargo, persisten desafíos relacionados con la formación docente, la inclusión de contenidos sobre diversidad en el currículo y la participación de estudiantes con discapacidad en procesos institucionales como los comités curriculares y la evaluación académica.
En conclusión, la educación inclusiva en UNIMINUTO Bello se percibe como un proceso en construcción que requiere fortalecerse para abarcar todas las dimensiones de la diversidad académica, social, cultural, emocional y espiritual, consolidando así una educación verdaderamente equitativa, participativa y transformadora.
This thesis analyzes the application of inclusive education strategies in the Social Work program at the Faculty of Human and Social Sciences (FCHS) of UNIMINUTO, Bello campus. Its purpose is to identify how these strategies contribute to education without exception, guaranteeing access, retention, and participation for all students, especially those with diverse abilities, conditions, or sociocultural contexts. The research was conducted using a qualitative approach, through document review, interviews (two students with diverse educational needs) and surveys of students (15 in total for students belonging to the UNIMINUTO Bello campus social work program from the eighth to ninth semester) and two teachers from the program. This allowed us to understand the educational community's perceptions of inclusion, as well as the institutional actions established by Rector's Resolution 1511 of 2019, which guides UNIMINUTO's inclusion policy. The results show that the university has made significant progress in promoting inclusive education, mainly through psychosocial support, reasonable adjustments, and humane treatment of diversity. However, challenges remain in relation to teacher training, the inclusion of diversity content in the curriculum, and the participation of students with disabilities in institutional processes. The results show that the university has made significant progress in promoting inclusive education, mainly through psychosocial support, reasonable accommodations, and humane treatment of diversity. However, challenges remain in relation to teacher training, the inclusion of diversity content in the curriculum, and the participation of students with disabilities in institutional processes such as curriculum committees and academic evaluation. In conclusion, inclusive education at UNIMINUTO Bello is perceived as a work in progress that needs to be strengthened to encompass all dimensions of academic, social, cultural, emotional, and spiritual diversity, thus consolidating a truly equitable, participatory, and transformative education.
This thesis analyzes the application of inclusive education strategies in the Social Work program at the Faculty of Human and Social Sciences (FCHS) of UNIMINUTO, Bello campus. Its purpose is to identify how these strategies contribute to education without exception, guaranteeing access, retention, and participation for all students, especially those with diverse abilities, conditions, or sociocultural contexts. The research was conducted using a qualitative approach, through document review, interviews (two students with diverse educational needs) and surveys of students (15 in total for students belonging to the UNIMINUTO Bello campus social work program from the eighth to ninth semester) and two teachers from the program. This allowed us to understand the educational community's perceptions of inclusion, as well as the institutional actions established by Rector's Resolution 1511 of 2019, which guides UNIMINUTO's inclusion policy. The results show that the university has made significant progress in promoting inclusive education, mainly through psychosocial support, reasonable adjustments, and humane treatment of diversity. However, challenges remain in relation to teacher training, the inclusion of diversity content in the curriculum, and the participation of students with disabilities in institutional processes. The results show that the university has made significant progress in promoting inclusive education, mainly through psychosocial support, reasonable accommodations, and humane treatment of diversity. However, challenges remain in relation to teacher training, the inclusion of diversity content in the curriculum, and the participation of students with disabilities in institutional processes such as curriculum committees and academic evaluation. In conclusion, inclusive education at UNIMINUTO Bello is perceived as a work in progress that needs to be strengthened to encompass all dimensions of academic, social, cultural, emotional, and spiritual diversity, thus consolidating a truly equitable, participatory, and transformative education.
Description
Analizar la aplicación de las estrategias de Educación Inclusiva implementadas en el programa de Trabajo Social de la Facultad de Ciencias Humanas y Sociales (FCHS) de UNIMINUTO Bello, desde sus contribuciones a la educación sin excepción.
Keywords
Educación inclusiva, discapacidades tradicionales, interculturalidad, necesidades educativas diversas, retos para la educación