Inclusion from a Human Rights approach in students with Special Educational Needs Associated or not with a Disability

Abstract

In this article we analyze, from the Human Rights focus, the extent to which education is inclusive, in the case of students with special educational needs (SEN), associated or not with a disability, from the Technical University of Ambato. The study was carried out with a non-experimental, cross-descriptive design, through the application of forms to forty-five students, for the identification of their educational needs, training characteristics, perceptions on physical and non-physical barriers, attention received in the Direction of University Welfare (DIBESAU), interpersonal relations, desertion and student retention, among other aspects. The results show that most of the students with SEN are in the Faculties of Human Sciences and Education, and Jurisprudence and Social Sciences; that there are no significant differences between the number of men and women with SEN, that the student dropout rate is low, that there is a higher prevalence of non-associated educational needs and disabilities such as physical, visual, auditory and intellectual. In the identification of training characteristics, most consider that it is not yet systemic or holistic and perceive that the characteristics of inclusive, integral, warmth, quality, which satisfies their interests and needs, motivating and potentializing, are still incipient. They do not encounter significant physical or non-physical barriers and maintain good interpersonal relationships with their peers, managers, teachers, administrators, and service personnel.