THE DYNAMIC INTERPLAY BETWEEN STUDENTS AND STAFF IN ENHANCING INCLUSION IN HIGHER EDUCATION IN LATIN AMERICA

Autores

DOI:

https://doi.org/10.7867/1809-03542022e11307

Palavras-chave:

: Autistic advantage. Strengths based. Higher education. Inclusion.

Resumo

This paper presents findings from the ENTENDER Erasmus+ Capacity Building in Higher Education (CBHE) project (funded by the European Union Commission) involving five Latin American (LA) universities in Argentina and Mexico and three European partner universities. The project aimed to raise awareness of neurodiversity, create processes and tools to identify neurodivergent students’ learning needs and promote teacher training to design and provide inclusive learning environments. A collaborative cocreation approach was implemented. All elements of the project were evaluated against a baseline via a needs analysis. We discuss the initial challenges, the gains, and the unexpected outcomes that have propelled neurodiversity to the top of the agenda in the partner institutions initiating a change in attitudes from a deficit model to a strengths-based focus.

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Biografia do Autor

Susana Aurelia Preciado Jimenez, Universidad de Colima

General Director of Higher Education/Full-Time Professor Faculty of Social Work

PhD Latin American Studies.

Main research areas: Family, older adults, migration, inclusive education

Diego Di Masi, Università di Torino

Associate professor 

Education background: Sociology, PhD in Education

Academic title: Professor

main research areas of interest and other information you may find relevant: Inclusive education; Interprofessional collaboration, Service-learning, Cultural-Historical Activity Theory, Qualitative research. 

Marie Sams, Coventry University

Operations Manager for the Centre for Global Learning (GLEA)

Masters in Management and is currently studying for her Doctorate in Business Administration.

Main research interests: Gender and leadership; educational access and attainment for disabled and neurodivergent learners.

Teresita J. Villaseñor Cabrera, University of Guadalajara

Master in Neuropsychology, Health Sciences, Coordinator of the University of Guadalajara.

Undergraduate and postgraduate research professor in the Department of Neurosciences, Health Sciences, University of Guadalajara.

Head of Psychology/Neuropsychology Department Hospital Civil Fray Antonio Alcalde.

Member of National System of Researchers I (SNI I).

Main research interests: Neurodevelopment, brain and cognition; Normal and pathological brain plasticity; Validation of cognitive instruments in the Mexican population; Neurodiversity and education.

Miriam E. Jiménez Maldonado, Universidad de Guadalajara

Undergraduate and postgraduate research professor in the Department of Neurosciences, Health Sciences, University of Guadalajara.

PhD in Psychology

Member of the National System of Researchers (Candidate).

Neuropsychologist at the Civil Hospital Fray Antonio Alcalde.

Main research interests: Diabetes Mellitus I; Traumatic Brain Injury; Autism and Functional Magnetic Resonance Imaging.

Neurodiversity and education.

Ana Verônica Naranjo, Universidad Nacional de San Juan

Secretary of Research and Extension- University School of Health Sciences- / Titular teacher

Education background: Genetic specialist. University Education Specialist

academic Medical surgeon

Main research interests: Piscoendocrinoneuro immunology. Inclusive education; Neurosciences and hospital environment. Quantitative and qualitative research. Gender and education. Inclusive education.

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Publicado

2023-11-27

Como Citar

CLOUDER, Lynn; JIMENEZ, Susana Aurelia Preciado; DI MASI, Diego; SAMS, Marie; CABRERA, Teresita J. Villaseñor; MALDONADO, Miriam E. Jiménez; NARANJO, Ana Verônica. THE DYNAMIC INTERPLAY BETWEEN STUDENTS AND STAFF IN ENHANCING INCLUSION IN HIGHER EDUCATION IN LATIN AMERICA. Atos de Pesquisa em Educação, [S. l.], v. 18, p. e11203, 2023. DOI: 10.7867/1809-03542022e11307. Disponível em: https://ojsrevista.furb.br/ojs/index.php/atosdepesquisa/article/view/11307. Acesso em: 22 dez. 2024.

Edição

v. 18 (2023): Publicação contínua

Seção

Dossiê: Transtorno do Espectro Autista e Educação

Licença

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