Communities of practice: Cross-cutting framework for the diagnosis of the educational inclusion process in higher education

Abstract

This work is based on the need to establish a relationship between communities of practice and educational inclusion processes in higher education. An intervention project was designed to educate teachers about communities of practice and to recover their narratives associated to diversity, particularly on disabilities, about working with students. The research methodology was based on patchwork from a phenomenological approach, the study subjects are a group of 18 university teachers with and without experience supporting students with disabilities. The main results include the need to accept students in vulnerable conditions and pursue a culture of attention to diversity, generate the conditions for educational inclusion from courses linked to the elimination of barriers to learning and participation, develop reasonable adjustments to analytical programs that foster significant learning, an adequate infrastructure to ensure access and mobility of the student community with particular attention to motor disabilities. The study concludes by emphasizing the importance of educating about learning communities, being the backbone for the development of inclusive environments, and educational policies that allow the access, permanence and graduation of all students.