Educational inclusion of students with visual disabilities in higher education: factors that favor and hinder their entry and permanence.

Abstract

This article focuses on analyzing the inclusion of students with visual disabilities (ECDV). Higher education institutions have the social responsibility to facilitate the incorporation of these minorities into the professional field, since they do not have other training alternatives, so the objective was to analyze through a case study and life history a student of higher education, establishing the factors of educational inclusion in their admission and permanence in the university and their daily life; the methodology used was qualitative, taking as an instrument a structured interview and observation, where it resulted that the ECDV presented limitations during his admission and remained in his educational process.