Resilience capacity in students with disabilities at the university level

Abstract

University students with disabilities often go through traumatic circumstances that could threaten not only their emotional balance but also their student performance, receiving rejection from teachers and peers, or not having the necessary tools to guarantee their learning. In this sense, the objective of this research is to interpret the resilience capacity of students with disabilities at the university level, using a methodology framed in the interpretive paradigm with a qualitative approach and hermeneutic method. Among the most outstanding findings are the underlying categories that emerged from the exegetical exercise: Risk assessment, coping strategies, integration processes, adaptive behavior, special educational needs, self-regulation, strengthening self-esteem, social skills, motivation and awareness. It is concluded that the resilience capacity of students with disabilities at the university under study is broad, since they have been able to face random or unexpected situations that are adverse to them, which threaten their good student performance and their psychic and psychological balance, thereby demonstrating that despite presenting a condition, this is not an impediment to achieving goals