Educación inclusiva para personas con discapacidad intelectual en el sector de la enseñanza superior: metodologías pedagógicas y prácticas de traducción de los derechos a la práctica

Abstract

El artículo 24 de la Convención sobre los Derechos de las Personas con Discapacidad (CDPD) constituye la piedra angular del derecho a la «educación inclusiva», y en su apartado 1 establece que los Estados «garantizarán un sistema educativo inclusivo a todos los niveles» (2006). El Comité sobre los Derechos de las Personas con Discapacidad afirma que la inclusión «supone un proceso de reforma sistémica que entraña cambios y modificaciones en el contenido, los métodos de enseñanza, los enfoques, las estructuras y las estrategias de la educación» (2016, [11]). Sin embargo, este derecho a la educación inclusiva no se ha hecho realidad de manera sistemática para los estudiantes con discapacidad intelectual en la Educación Superior (ES). Este artículo (1) explorará el derecho a la educación inclusiva para personas con discapacidad establecido en la CDPD (2) revisará la investigación existente sobre pedagogías y prácticas para la enseñanza de estudiantes con discapacidad intelectual en la ES en Irlanda, Canadá, EE.UU. y Australia, (3) describirá un programa inclusivo basado en los derechos para personas con discapacidad intelectual desarrollado en una universidad irlandesa (UCC), y (4) argumentará que la reflexión crítica, la documentación y el intercambio de pedagogías y prácticas de programas basados en los derechos en la ES es clave para el desarrollo y la difusión de ideas prácticas en este campo emergente de la educación.Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) forms the cornerstone of the right to “inclusive education”, outlining in subsection 1 that, States “shall ensure an inclusive education system at all levels” (2006).  The Committee on the Rights of Persons with Disabilities states that inclusion “involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education” (2016, [11]). However, this right to inclusive education has not been realised in any systematic way for students with Intellectual Disabilities in Higher Education (HE). This article will (1) explore the right to inclusive education for people with disability established under the CRPD (2) review existing research on pedagogies and practices for teaching students with Intellectual Disability in HE in Ireland, Canada, the US and Australia,  (3) describe an inclusive, rights-based programme for people with Intellectual Disability developed in an Irish university (UCC), and (4) argue that critical reflection, documentation and sharing of pedagogies and practices from rights-based programmes in HE is key to development and dissemination of practice insights in this emergent field of education.Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) forms the cornerstone of the right to “inclusive education”, outlining in subsection 1 that, States “shall ensure an inclusive education system at all levels” (2006).  The Committee on the Rights of Persons with Disabilities has stated that inclusion “involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education” (2016, [11]). However, this right to inclusive education has not been realised in any systematic way for students with intellectual disabilities (ID) in Postsecondary education (PSE). This article will (1) explore the right to inclusive education for people with disability established under the CRPD (2) review existing research on pedagogies and practices for teaching students with ID in PSE models in Ireland, Canada, the US and Australia,  (3) describe how a rights-based PSE programme was developed in an Irish university (UCC), and (4) argue that critical reflection, documentation and sharing of pedagogies and practices of rights-based PSE is key to development and dissemination of practice insights in this emergent field of education