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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O objetivo deste estudo foi propor o uso de Tecnologias Assistivas (TA) como estratégia de ensino para melhorar a aprendizagem de estudantes com deficiência no ensino superior. Sua metodologia baseou-se em uma abordagem mista, de natureza sequencial, com escopo descritivo e proposicional, transversal no tempo e com delineamento de campo convergente sequencial. A amostra foi composta por 120 estudantes com deficiência matriculados em duas instituições de ensino superior no Equador e 10 especialistas em TA e educação inclusiva. Foram utilizados dois instrumentos: um questionário e uma entrevista. Os resultados do diagnóstico revelam sinais de alerta significativos, com a distribuição por deficiência indicando uma maior concentração de deficiências físicas (26,67%), seguidas por sensoriais (21,67%), cognitivas (16,67%) e combinadas (18,33%), evidenciando uma diversidade que exige intervenções inclusivas e heterogêneas. Embora haja indícios de aceitação entre os promotores da TA, persistem deficiências na implementação, governança e qualidade da experiência de aprendizagem, que requerem intervenção. Portanto, foi elaborada uma proposta intitulada: Uma estratégia para integrar a tecnologia como abordagem de ensino para melhorar a aprendizagem de estudantes com deficiência no ensino superior, garantindo a interoperabilidade tecnológica dentro de uma estrutura inclusiva que articula o planejamento curricular, as políticas institucionais e as práticas pedagógicas com equidade e sustentabilidade. Especialistas validaram a proposta e a consideraram uma estratégia adequada para fortalecer três áreas interdependentes: cognitiva/metacognitiva, tecnológica e organizacional.
Em conclusão, a proposta apresenta um arcabouço analítico e operacional que posiciona a tecnologia como catalisadora para um ensino superior mais inclusivo e responsável
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