The Experience of University Students in a Situation of Disability in Indigenous People in the Face of Evaluation

Abstract

Educational evaluation for students with disabilities has aroused great interest both for researchers and teachers at different educational levels, however, the scientific literature focuses mainly on research and experiences in the school context. On this occasion, the evaluation is aimed at exploring the discipline from aspects that have been incipiently addressed: university students with disabilities in an indigenous context. Know how these evaluative experiences are built in these contexts, the effects of the evaluation and the definition of proposals for a more inclusive and fair evaluation. It corresponds to a qualitative methodology, with a case study design in students belonging to two universities located in a Chilean indigenous sociodemographic context. As a result, the forms of contempt, invisibility, lack of support and resilience were identified. Likewise, the suggestions are teacher training in attention to the diversity of the classroom, time and timely delivery of study material, management and inclusive university policy and student proactivity. The results show a need to incorporate other pedagogical approaches such as social justice, to the current evaluations that are used in the work with students with disabilities and thereby contribute to fair and inclusive educational processes.