Ingreso, permanencia y egreso de personas con diversidad funcional en la educación superior

Abstract

Introduction: Higher education with an educational approach based on the appreciation of functional diversity and the recognition of barriers allows people to be effectively included in society. Objective: To this end, we analyzed factors such as shortcomings and potentialities, which can influence the university life of people with or without physical, mental, or sensory disabilities, for access, permanence, participation and timely discharge of the same. Methodology: A descriptive cross-sectional study was carried out using univariate and bivariate analysis, which relates sociodemographic variables to the level of functionality in terms of performance capacity and participation, considering the 6 domains of the World Health Organization Disability Assessment Questionnaire (Whodas 2.0). Results and discussion: Noting the importance of developing an initial diagnosis of students entering universities with and without disabilities that limit their participation and educational performance, in order to enhance their skills, capacities and interests, to achieve optimal performance. Conclusion: Difficulties are evident in the grade of functionality of the domains evaluated by Whodas 2.0, which can increase the dropout rates of students, mainly in the first semesters.