Atención a las personas con dislexia en la formación universitaria: recomendaciones para la gestión institucional y la práctica docente

  1. Miguel Lázaro 1
  2. Juan C. Ripoll Salceda 2
  3. Marta Ferrero 3
  4. Paz Suárez-Coalla 4
  5. David Saldaña 5
  6. Manuel Perea 6
  7. Joana Acha 7
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  3. 3 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  4. 4 Universidad de Oviedo.
  5. 5 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  6. 6 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  7. 7 Universidad del País Vasco UPV/EHU.
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Revista:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Año de publicación: 2024

Volumen: 14

Número: 2

Tipo: Artículo

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Otras publicaciones en: Revista de Investigación en Logopedia

Resumen

La universidad española incorpora cada vez a un mayor número de personas con discapacidad y con necesidades específicas de apoyo (NEA). Esta incorporación se realiza en el marco de la ley conocida como LOSU, que insta a las universidades a favorecer la inclusividad y accesibilidad en la enseñanza superior. Pese a esta ley, las universidades españolas no suelen contar con los recursos humanos y económicos necesarios para afrontar convincentemente dicha inclusión. Un grupo de estudiantes con NEA especialmente numeroso es el de aquellos con dislexia. Para este estudiantado existen diversas guías y orientaciones, si bien no parecen provenir de un estudio suficientemente amplio y riguroso de la bibliografía especializada. En este trabajo realizamos una revisión profunda de la bibliografía específica sobre la atención universitaria al estudiantado con dislexia y analizamos los resultados obtenidos. Fruto de esta revisión y análisis se genera una serie de propuestas de carácter institucional y de práctica docente que tienen por objeto mejorar la inclusión y accesibilidad de los estudios universitarios al estudiantado con dislexia. Para cumplir con la legislación española en relación con la inclusión y accesibilidad del estudiantado con NEA, es necesario realizar inversiones y tomar decisiones basadas en la información que aporta la evidencia científica disponible

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Fuente de los datos: Dialnet