Forms of educational support for students with disabilities or educational needs in the Universidad National de Costa Rica, and implications for their professional training
DOI:
https://doi.org/10.15359/http://dx.doi.org/10.15359/rldh.28-1.10Keywords:
educational assistance, disability, educational needs, higher educationAbstract
This article presents the forms of educational support for students with disabilities or educational needs in the university environment, and their implications for these students’ professional training, according to results obtained through the FIDA Proyecto Percepciones y realidades en la atención de las necesidades educativas: propuesta de desarrollo profesional y su implementación en la Universidad Nacional (código 0524-10) del año 2012 al 2015. [Project Perceptions and realities in addressing educational needs: professional development proposal, and its implementation in the Universidad Nacional) (code 0524-10) between 2012 and 2015)[. One hundred and ninety-one students participated in this study (76 men and 115 women), who were enrolled in different careers in several UNA Sites (Central, Brunca, and Chorotega), as well as 427 staff members (181 men, and 246 women). The methodology uses a qualitative approach; 15 workshops and 65 individual interviews were conducted with students to gather their observations. It was found that only some of the students receive individual assistance (during and outside classes), and occasionally tutoring (in English, Mathematics and Chemistry) by academic staff of the institution in the Central Site. For instance, more time is provided for them to take exams, during which they receive individual instructions; this is also done when they prepare research projects. One finding that stands out is that most students of UNA Regional Sites stated that their opinion is not taken into consideration by academic staff when determining and implementing adjustments in methodology or for evaluating the courses they receive. On the other hand, in the Central Site, most members of the group of students with disabilities talk with academic staff about defining at least types of adjustment or educational assistance.
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