Successful experience in Inclusive Higher Education: "A path of learning"

Abstract

In 1967, the first course of Specialists in Education of the Deaf was created in our university, whose goal was to train professionals in the care of people with "auditory, communication and language alterations". In 1972 it creates the career Education Differential mention Vision problem. In the year 1989, students with visual and hearing disabilities are allowed to enter through the special income path. Since then, there is a need to implement a "resource room" within the Department of Differential Education , To support students with hearing and visual SENs, which to date has become the "CREPPI", Center  of  Pedagogical  Resources  for inclusion,  providing  not  only  pedagogical  support  to  students,  but  also  to  teachers  and  University  community, advises, trains and disseminates university inclusion. That is why CREPPI, according to Article 3 of Law 20.422, frames its actions in the principle of accessibility or Universal Design, which means that ensures "Access to the curriculum for all students." To this end CREPPI incorporates the necessary innovations,  such as articulated, cooperative  and  collaborative  work  among  students,  teachers and  the community  in general,  to allow access to  the existing  curriculum,  providing  them  with  the  additional  resources  they  need to  ensure  their  permanence,  progress  and  Higher  education.  Inclusion policies in higher education are a proactive way of addressing the persistent social inequality that afflicts Latin America.