The UNR Academic Accessibility Program organized a meeting with leaders from the Faculties for the development of accessible learning objects for students with visual disabilities.
One of the main obstacles that visually impaired students have to face when entering higher education is access to study materials. This limitation directly affects their condition as a university student, in their personal and academic development. Faced with this situation, the UNR intends to recreate certain practices to guarantee the right to education from a diverse and inclusive perspective.
In this sense, a meeting was held at the University headquarters in which the Director of the Inclusion and Accessibility Area, Mirian Bidyeran, participated together with teachers and students from the Faculties of Psychology, Political Science and International Relations, Humanities and Arts, Law, Sciences Economics and Statistics, Agricultural Sciences, Veterinary Sciences, Architecture, Design and Urbanism and Biochemical and Pharmaceutical Sciences.
The objectives of this space are to generate methodological criteria for the search, selection, production and conservation of technological objects in the University environment, to develop new accessible learning objects, in various formats (Word, txt, pdf reader, MP3, etc.) based on the demands of the students and form the Library of accessible learning objects.
Likewise, continuously train the interdisciplinary team of the different academic units, share work experiences with other national universities in the country, to adjust criteria based on practice and develop own lines of research, based on co-produced knowledge and its systematization.
Inclusive education
It is important to highlight fundamental aspects of the International Convention on the Rights of Persons with Disabilities. In the first place, with regard to education, article 24, paragraph 1, accounts for the commitment assumed by the State to guarantee inclusive education: “States Parties recognize the right of persons with disabilities to education. With a view to making this right effective without discrimination and on the basis of equal opportunities, the States Parties shall ensure an inclusive education system at all levels, as well as lifelong learning.”
Particularly the higher level is contemplated in subsection 5, where it is stated: "States Parties shall ensure that persons with disabilities have general access to higher education, vocational training, adult education and lifelong learning without discrimination and on equal terms with the others. To this end, States Parties shall ensure that reasonable accommodation is made for persons with disabilities.”
Undoubtedly, "it is necessary to be creative and implement various policies to continue building an increasingly inclusive University where all groups coexist in their diversity, as well as democratize knowledge, recognizing that the right to education implies not not only guarantee access, but also the permanence and purpose of educational journeys”, says Mirian Bidyeran
And he considers that assuming diversity requires conceiving education as a constant search for new ways that promote learning for all students, for which it is necessary that the different actors in the educational community can offer and guide their tasks to diversified, flexible and adjusted educational responses to the population of students with disabilities.
In order for accessible education not to be subject to the good will of some teachers, authorities, to the voluntary or cooperative action of certain students and their families, the University must guarantee access to accessible learning objects.
The term “accessibility” is defined as “the access of persons with disabilities, on an equal basis with others, to the physical environment, transportation, information and communications, including information and communication systems and technologies , and other services and facilities open to the public or for public use, both in urban and rural areas” (Convention, Law No. 26.378, 2008).
The Academic Accessibility Program will produce, edit, disseminate and store accessible learning objects in various formats; mainly the academic material will circulate in text and audio format through the “Leete Algo” Program, attending to the unique demands that each student requires and requests.
This Program is built with the participation of a team of students and teachers to intervene in the planning, elaboration and development of paths and academic proposals. In this area, relevance and suitability such as permanent training are imposed; in order to broaden the commitment and professional field of future graduates from the perspective of human rights.
Journalist: Victoria Arrabal/Photographer: Ramiro Ortega