DIAGNÓSTICO PSICOSOCIOEDUCATIVO DE ESTUDIANTES CON DIVERSIDAD FUNCIONAL DE LA UNIVERSIDAD TÉCNICA DE MANABÍ (ECUADOR)

Abstract

Educational inclusion is a need for universities today. In the Universidad Técnica de Manabí of the Republic of Ecuador there are contradictions between the institutional policies of the center and the conception of the teaching-learning process in students with functional diversity. This does not allow these students to integrate into educational dynamics, presenting feelings of frustration and abandonment. The objective of this study was raised: to develop a diagnosis in the educational psychological field of students with functional diversity of the Universidad Técnica de Manabí in Ecuador. The study was classified as predominantly quantitative mixed with a descriptive design. Theoretical and empirical methods were used, highlighting the survey method and the criteria of specialists that facilitated data collection. A psycho-socio-educational diagnosis of students with functional diversity at the Universidad Técnica de Manabí in Ecuador was carried out from the levels: a) family, b) academic, c) sociocultural and d) psychosocial. Based on the results, a proposal for improvements was made in order for students with functional diversity from the aforementioned educational center to be able to integrate optimally into higher education. It was concluded that the construction of an inclusive education that integrates differences as opportunities for development and quality of the educational process is a necessity. The Universidad Técnica de Manabí of the Republic of Ecuador has barriers that limit the psychoeducational development and training of students with functional diversity. These aspects are fundamentally located in the academic, sociocultural and psychosocial context, not in the family context. These students feel vulnerable and more than half have considered abandoning their studies. Several strategies were proposed in order to promote educational inclusion.