Inclusion policy in Colombia: autism challenge for higher education
Article Sidebar
Main Article Content
Abstract
There are young people in particular circumstances with physical, emotional, psychological, cognitive or other conditions, limited to enter higher education. Faced with this, the state creates policies of inclusion in Colombian education. This research seeks to analyze the current situation of the inclusion policy in higher education in Colombia, with a focus on autistic people. Methodology: quantitative, descriptive study. A review of databases and reports on inclusion and autism in education in Colombia was carried out, and descriptive statistics were applied for data collection and analysis of the results obtained. Results: In Colombia, 426 thousand people have hearing problems, 370 thousand have difficulties in speaking or convesing, 489 thousand face difficulties in understanding, learning, remembering or making decisions on their own, physical disability and visual disability in women (5.9% and 6.9%) compared to men (4.7% and 4.3%). Autism (autism spectrum disorder - ASD) shows a notable difference between sexes, being frequent in men (11.4%), in women (4.2%) a total of 15.6% of the population. Likewise, specific learning or behavioral disorders, males (17.1%), females (13.3%). 70.9% are enrolled in higher education in 2020. Conclusion: More and more people in Colombia are diagnosed with a series of psychological, cognitive, social and neurological limitations that limit their admission to higher education, especially autistic young people. The inclusion policy aims to be an alternative, being a relevant need of public and educational institutions at present.
Downloads
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
References
Bernate, A., & Guativa, J. (2020). Desafíos y tendencias del siglo XXI en la educación superior. Revista de Ciencias Sociales, 26(2), 141-154. https://www.redalyc.org/journal/280/28064146010/html/
Brown, A., & Green, J. (2023). Gender differences in learning disabilities: A review of recent findings. Journal of Special Education Research, 45(2), 112-129.
Departamento Administrativo Nacional de Estadística (DANE). (2018). Censo y proyección de la población. https://www.dane.gov.co/index.php/estadisticas-por-tema/demografia-y-poblacion
Departamento Administrativo Nacional de Estadística (DANE). (2023). Estadísticas de migración. https://www.dane.gov.co/index.php/estadisticas-por-tema/demografia-y-poblacion/estadisticas-de-migracion
Evans, M., Smith, L., & Anderson, R. (2024). Behavioral disorders and gender disparities in school environments. Educational Psychology Review, 36(1), 85-101.
Gleason, C., Tannenbaum, J., & Mayer, R. (2019). Barriers and supports for students with disabilities in vocational education. Journal of Vocational Education & Training, 71(3), 352-369. https://doi.org/10.1080/13636820.2019.1606182
Gómez, C., & Pérez, J. (2023). Normative classification of disabilities in education: Implications and limitations. Revista de Educación Inclusiva, 29(4), 457-470.
Hornby, G. (2015). Inclusive education for children with special needs: A review of the literature. International Journal of Special Education, 30(2), 1-13.
Johnson, T., & Anderson, H. (2023). Intellectual disabilities and educational strategies: A comparative study. International Journal of Educational Research, 64(3), 203-220.
Kendall-Tackett, A., Zaslavsky, A. M., & Kessler, R. C. (2022). Prevalence and correlates of functional difficulties in older adults. Journal of Aging and Health, 34(2), 165-181. https://doi.org/10.1177/08982643211032165
Lee, J., Choi, K., & Park, S. (2021). Age-related changes in health status and functional capacity. Health Reports, 32(3), 210-223. https://doi.org/10.2538/hr.32.3.210
Lee, Y., Kim, H., & Park, S. (2023). The gender disparity in physical and visual disabilities in educational settings. Disability Studies Quarterly, 43(2), 56-74.
Marmot, M., & Stansfeld, S. (2022). Epidemiology of age-related health issues. The Lancet Public Health, 7(6), 484-496. https://doi.org/10.1016/S2468-2667(22)00087-0
Martinez, L., & Garcia, A. (2023). Autism spectrum disorder prevalence across genders: A meta-analysis. Autism Research, 16(4), 455-470.
Ministerio de Educación Nacional. (2017a). Inclusión y equidad: Hacia la construcción de una política de educación inclusiva para Colombia.
Ministerio de Educación Nacional. (2017b). Revisión de políticas nacionales de educación: La educación en Colombia.
Ministerio de Educación Nacional. (2022). Circular 020 de 2022. https://www.mineducacion.gov.co/1780/articles-412039_archivo_pdf.pdf
Mitchell, D., Smith, R., & Thomas, M. (2020). The impact of policy changes on the inclusion of students with disabilities in higher education. Educational Policy Review, 32(4), 487-502. https://doi.org/10.1080/09585176.2020.1746241
Perry, A., Ziegler, M., & Munro, A. (2021). Access and participation of students with disabilities in higher education: A review. Journal of Higher Education, 92(1), 45-62. https://doi.org/10.1080/00221546.2020.1850131
Smith, M. P., Johnson, C. M., & White, J. (2023). Gender differences in the prevalence of disability and chronic conditions. International Journal of Disability and Rehabilitation, 45(1), 89-104. https://doi.org/10.1080/09638288.2023.2112573
Smith, R., Thomas, D., & Davis, E. (2022). Prevalence and support needs of intellectual disabilities in schools. Journal of Special Education, 55(1), 45-60.
Thompson, R., & Robinson, P. (2024). Gender differences in disability prevalence: A review of recent data. Journal of Disability Policy Studies, 31(1), 22-37.
UNESCO. (2015). Políticas educativas inclusivas para empoderar a las mujeres y las niñas: Una guía para la acción. https://unesdoc.unesco.org/ark:/48223/pf0000178967_spa
Wang, J., Li, Z., & Zhou, X. (2022). Gender differences in autism spectrum disorder diagnosis: A comprehensive review. Journal of Autism and Developmental Disorders, 52(6), 2320-2335.
World Health Organization (WHO). (2022). World report on ageing and health. https://www.who.int/publications/i/item/9789240062731