Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education
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Correa Alzate, Jorge Iván | 2018
The Tecnológico de Antioquia – University Institute, located in Colombia, has enabled access to its academic
programmes without any restrictions to students with disabilities. A recurring issue in this process on the part of the professors
has been the evaluation of the learning of these students. The dialogue with the professors has helped to understand that they did
not know how to act with valorization learning due to the lack of knowledge in relation to the skills and abilities of students with
disabilities, leading them to attribute a subjective assessment in the courses. In the same way, professors questioned their own
performance in their field of work, once the students were graduated, because such situations demonstrated that the evaluation
practices continue to be hegemonic. These facts gave motivation to undertake the research learning assessment analysis in students
with disabilities who participate in different academic programmes. The hermeneutic phenomenological methodology was used
with the aim of characterizing the learning assessment that professors carry out in different academic programs for students with
disabilities. Five students participated in the study: one student with autism, one deaf, two with cognitive impairment and one
with cerebral palsy, with impairment in mobility and verbal communication, and 78 professors from different academic programs.
Results point out that the assessment is an educational opportunity for participation, which must be carried out in the context
of educational justice, in order to transcend declarative knowledge, evoke student’s reflection on the action and integrate the
principles of the universal design of learning and the situated learning approach.
KEYWORDS: Special Education. Learning assessment. Inclusive Education
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