Abstract
Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive education. This paper aims to better understand the elements that facilitate and hinder university inclusion of students with functional diversity in Bolivia. The methodology used is qualitative. The discourses of key informants within the university community were collected using the focus group technique. The software Atlas.ti-8 was used for data processing and inductive coding was performed using the constant comparison method. The study’s main findings indicate that both the categorization of functional diversity and the financing model in place have a great impact on inclusive education actions at the university level. The research also reveals a lack of correspondence between the rights of people with functional diversity and the resources allocated to them. The conclusions point to the need to establish intersectional institutional strategies based on the recognition of diversity as an essential value in the development of inclusive and sustainable education.
Highlights
IntroductionThe United Nations Organization for Education, Science and Culture (UNESCO) has underlined the need to transform policies, education systems and learning environments in an effort to better respond to the diversity of people in education [2]
In this paper the main factors affecting the construction of inclusive education in Bolivia were analyzed
The research sought to learn how inclusive education is defined and discussed, how people view the implementation of policies in this area and what challenges remain pending
Summary
The United Nations Organization for Education, Science and Culture (UNESCO) has underlined the need to transform policies, education systems and learning environments in an effort to better respond to the diversity of people in education [2] In this regard, educational inclusion has become the subject of international consensus since the approval, in 2006, of the United Nations Convention on the Rights of Persons with Disabilities. Convention reinforces inclusive education as a right, diversity as a principle, equality as a mechanism and justice as a value In consideration of these postulates, the UNESCO understands inclusive education to be the right of all people to receive a quality education, with special attention to the most vulnerable groups
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