Abstract

MUNGARRIETA VIRGUEZ, Cruz Rafael de la C. et al. Inclusive culture in teachers and students with visual impairment. Revista InveCom [online]. 2025, vol.5, n.4, e504069.  Epub June 25, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14854516.

The results of the vast research on the experiences of educators and students of higher education with visual impairments are aligned with the main elements that support or hinder the inclusion process. In order to expose the inclusive culture among teachers and students with visual impairment, in a case study at the Universidad Nacional Federico Villarreal, a qualitative methodology based on triangulation techniques with scientific referential support was used, based on the positions of various authors generated from grounded theory. Participants with visual impairment who were enrolled in the aforementioned educational institution were interviewed. The findings highlight several barriers, including insufficient staff training to generate job opportunities for teachers and adequate spaces for children with this condition, as well as their inability to comply with curricular modifications. Finally, the final reflection presents strategies for inclusive culture based on the universal design approach, and shows a dynamic framework for the integration of students with disabilities in higher education.

Keywords : students; visually impaired; inclusion; higher education; curriculum.

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