ATTENTION TO DIVERSITY
A UNIVERSITARY EXPERIENCE WITH STUDENTS IN A VISUAL DISABILITY SITUATION
Abstract
This paper introduces the inquiry about the academic practices experienced by two students with visual disabilities and by their teachers and monitors, at a private university in Cali (Colombia). At first, the reality of inclusion is confronted with the desire or duty proposed by the policies of the institution; secondly, the findings of the interviews with teachers, classmates, monitors, career directors and the students who are the protagonists of this study are collected to have multiple views of the experienced situation. Then, we proceed with the analysis of the results. Thus, tensions appear from different angles: in student-teacher-content relationships; in the use and management of time before, during and after class by both teachers and students; in interpersonal relationships; and in the location in the classroom space. Added to the above are also the opportunities to experiment, get closer to the other, develop sensitivity, propose and give voice to all the actors in this experience. Finally, considerations are shared to continue addressing and celebrating diversity in university classrooms.
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