La autodeterminación de los jóvenes con discapacidad intelectual y el microsistema familiar tras realizar estudios en el contexto de las universidades inclusivas
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2018-11
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Jaén: Universidad de Jaén
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[ES] En este trabajo ofrece argumentos a favor de la inclusión de las personas con discapacidad intelectual leve en el contexto universitario, partiendo de la idoneidad de trabajar con la persona y su contexto familiar desde una perspectiva ecológica. Los resultados provienen de una investigación contextualizada en la interacción entre los sistemas familiares de las personas con discapacidad Intelectual y el sistema educativo no reglado. Este estudio pretende identificar la influencia que ejerce en el microsistema familia-persona con discapacidad intelectual y la inclusión de esta dentro de un contexto de educación superior normotípico atendiendo a las fortalezas y debilidades presentes en esas interacciones. Trata de incluir las potencialidades de las personas con discapacidad intelectual y los elementos presentes en microsistema que frenan su plena incorporación a los contextos sociales. La investigación incluye técnicas cualitativas y cuantitativas siguiendo la perspectiva metodológica de los diseños mixtos de investigación social.
[EN] This paper offers arguments in favour of the inclusion of people with mild intellectual disabilities in the university context, starting from the suitability of working with the person and their family context from an ecological perspective. The results come from a contextualised research into the interaction between the family systems of people with intellectual disabilities and the non- regulated educational system. This study aims to identify the influence it exerts on the family- person microsystem with intellectual disability and the inclusion of this within a context of normotypical higher education taking into account the strengths and weaknesses present in those interactions. It tries to include the potentialities of people with intellectual disabilities and the elements present in the microsystem that hinder their full incorporation into social contexts. The research includes qualitative and quantitative techniques following the methodological perspective of mixed designs of social research.
[EN] This paper offers arguments in favour of the inclusion of people with mild intellectual disabilities in the university context, starting from the suitability of working with the person and their family context from an ecological perspective. The results come from a contextualised research into the interaction between the family systems of people with intellectual disabilities and the non- regulated educational system. This study aims to identify the influence it exerts on the family- person microsystem with intellectual disability and the inclusion of this within a context of normotypical higher education taking into account the strengths and weaknesses present in those interactions. It tries to include the potentialities of people with intellectual disabilities and the elements present in the microsystem that hinder their full incorporation into social contexts. The research includes qualitative and quantitative techniques following the methodological perspective of mixed designs of social research.