Tecnologías de asistencia como estrategia didáctica para el mejoramiento del aprendizaje de estudiantes con discapacidad en la educación superior Assistive technologies as a teaching strategy to improve the learning of students with disabilities in higher education
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Abstract
The objective of this study was to propose the use of Assistive Technologies (AT) as a teaching strategy to improve the learning of students with disabilities in higher education. Its methodology was based on a mixed-methods approach; sequential type, descriptive and propositional scope; cross-sectional temporality; field design, convergent sequential; adopting a combination of inductive and deductive methods. The sample consisted of 120 students with disabilities from two higher education institutions in Ecuador, and 10 experts in AT and inclusive education. Two instruments were used: a questionnaire and an interview. The diagnostic results reveal warning signs, with the distribution indicating that the population presents a higher concentration of physical disabilities (26.67%), followed by sensory (21.67%), cognitive (16.67%), and combined (18.33%), demonstrating a diversity that demands heterogeneous inclusive interventions. Although there are indications of acceptance among AT promoters, shortcomings persist in implementation, governance, and the quality of the learning experience, requiring intervention. Therefore, she designed a proposal entitled: "Technology Integration Strategy as a Didactic Strategy for Improving the Learning of Students with Disabilities in Higher Education," which ensures technological interoperability within an inclusive framework that articulates curriculum design, institutional policies, and pedagogical practices with equity and sustainability. Experts validated the proposal and valued it as a suitable strategy for strengthening three interdependent areas: cognitive/metacognitive, technological, and organizational. In conclusion, the proposal presents an analytical and operational framework that positions technology as a catalyst for a more inclusive and responsible higher education
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