Abstract

LIMA ROSERO, Patricia Elizabeth et al. Effectiveness of Inclusion Tools in University Education for Students with Disabilities. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS08012025.  Epub June 25, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.144.

The effectiveness of inclusion tools in Ecuadorian universities impacts the academic performance, participation and well-being of students with disabilities. A mixed methodology was used that combined quantitative and qualitative methods. A structured questionnaire was applied to 500 students with disabilities and semi-structured interviews were conducted with 10 teachers from public and private universities. The results show that, although there are inclusive tools such as curricular adaptations, assistive technology and methodological changes, their impact is limited. 58% of students indicated that inclusion tools do not facilitate access to educational materials, and only 8% fully agreed. Regarding technological resources, 55% expressed total disagreement about their improvement in access to academic content, while only 7% fully agreed. Regarding participation in academic activities, 56% of students do not perceive that adaptations and strategies allow active participation, and only 7% expressed total agreement. Finally, 57% of students do not perceive a positive impact of these tools on their academic performance, and only 8% consider it positive; furthermore, 57% indicated that they do not improve their social integration, with only 4% completely agreeing. These findings highlight the need to strengthen resources, teacher training and institutional support to achieve effective and equitable educational inclusion.

Keywords : inclusion; disability; university education; inclusive tools; academic performance; student participation.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )