Inclusive University Education in Bolivia: The Actors and Their Discourses

Jesús Muyor-Rodríguez, Virginia Fuentes-Gutiérrez, Yolanda María De la Fuente-Robles and Teresa Amezcua-Aguilar
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Jesús Muyor-Rodríguez: Department of Psychology, Faculty of Psychology, Area of Social Work and Social Services, University of Almeria, 04120 Almería, Spain
Virginia Fuentes-Gutiérrez: Department of Psychology, Faculty of Social Work, Area of Social Work and Social Services, University of Jaen, 23071 Jaén, Spain
Yolanda María De la Fuente-Robles: Department of Psychology, Faculty of Social Work, Area of Social Work and Social Services, University of Jaen, 23071 Jaén, Spain
Teresa Amezcua-Aguilar: Department of Psychology, Faculty of Social Work, Area of Social Work and Social Services, University of Jaen, 23071 Jaén, Spain

Sustainability, 2021, vol. 13, issue 19, 1-20

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.

Keywords: inclusive education; students with disabilities; functional diversity; higher education; inclusive policies; Bolivia; disability; educational responses; inclusive teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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