Socio-educational action for the inclusion and accessibility of students with affective behavioral disorders

Abstract

The need of the current university to contribute to educational conditions that advance in a timely manner towards training proposals more focused on the needs, interests and real motivations of the heterogeneity present in students with disabilities must be focused on the approach of an inclusive and accessible education. In this field, there is currently a lack of integration in the educational activities of schools that serve students with affective behavioral disorders and the university, which limits the access and permanence of these students to Higher Education. This article aims to present an educational project for the inclusion, accessibility and permanence of students with affective behavioral disorders in the university environment. The research was carried out with three study groups: managers, main year teachers and students with affective behavioral disorders. Qualitative research methods were used: document review, unstructured interview, the survey, the observation and the record of experience, assuming as a reference the inquiries established within the framework of the ACCESS Project - Promoting the access of students with disabilities to Higher Education in Cuba, Costa Rica and Dominican Republic. The results show the lack of preparation of the university personnel in this direction and the low expectations of the students for their permanence and graduation from the university, a situation that is modifiable from coordinated educational action.