Inclusion-exclusion experiences of a woman with visual impairment. From basic academic training to postgraduate.

Abstract

The objective is to analyze the experiences of inclusion-exclusion of a woman with visual impairment from her basic academic training to postgraduate. The methodology is phenomenological in nature with semi-structured interview techniques. The results show how her family, a small support group and trained or not trained teaching staff have been essential for her inclusion. The foregoing, in the midst of a struggle to break with stereotypes linked to disability and personal or peer experiences, of indifference and/or bullying. It is concluded in terms of the importance of training teachers, at all educational levels, in matters of disability and inclusion, sensitizing educational communities, and ensuring respect for human dignity in all educational processes.