Learning as a social construction among university students with disabilities

Abstract

The purpose of this study was to understand social constructs and their role regarding university students with disabilities in the context of learning. To achieve this, the following specific objectives were established: 1. To explore the concept of social constructionism; 2. To outline key aspects regarding university students with disabilities; and 3. To discuss the role of learning within a social construction framework developed among students with disabilities, thereby generating insights into this subject. To this end, a bibliographic or documentary study was conducted using a qualitative approach, taking the form of a narrative review and reflection article. Documents were selected based on their relevance to the manuscript's chosen theme. Furthermore, the information-gathering process required establishing a suitable framework by incorporating keywords pertinent to the topic. The interpretation of the results revealed the persistence of segregationist representations and structural inequities within the university environment. It was noted that institutional barriers facing students with disabilities fall into three categories: infrastructure, learning processes, and institutional management. The study concluded that, despite proclamations of pedagogical equity, barriers regarding management, infrastructure, and teaching methodologies persist barriers that overlook student agency. These students develop valuable adaptive and cognitive strategies to facilitate their own learning; however, a lack of epistemological openness within academia may limit the utilization of such knowledge.