Inclusive education and labour insertion from a capabilities approach: a phenomenological and functional diversity perspective ; Inclusive education and labour market insertion from a capabilities approach: a phenomenological and functional diversity perspective
Functional diversity conforms to a biopsychosocial model that aims to introduce inclusive education and labour insertion in the social, political, economic and cultural contexts where people with functional characteristics, different from the rest of the population are immersed, in relation to the discrimination and vulnerability scenarios that they must constantly deal with in educational and work settings. The university becomes a relevant participant in the construction of structural changes, understanding that if its actions promote inclusion by enhancing their students' and graduates' capabilities, it will be possible to dignify and recognize equity guarantees. This study focused on the analysis of life experiences in the academic and work environment of professionals with functional diversity graduated from the Universidad Industrial de Santander-UIS-. In addition, a proposal is made to improve the actions carried out by the university with this population regarding the implementation of the Inclusive Education Policy. In terms of methodology, the phenomenological approach was implemented based on the analysis of the experiences of these students during and after their time at the university; the study was validated by triangulation, contrasting the information collected from the participants'stories, the data collection techniques and the analysis of the theoretical-conceptual referent. ; This study focuses on the analysis of life experiences in the academic and work environmentof professionals with functional diversity graduated from the Universidad Industrial de Santander-UIS. Our research has been conducted under the interpretative paradigm and usesa phenomenological approach in order to evaluate the participants' lived and felt experiencesduring and after their time at university. Our results have been validated through the use oftriangulation, contrasting the information gathered from theory, reality and researchers. Theresults indicate that architectural and psychosocial barriers are an obstacle to the differentialneeds of students from the perspective of inclusive education; besides, it has been found thatthe labour market does not offer inclusive opportunities, and participation is limited. This hasled us to conclude that there are gaps in access to education and work regarding equal opportunitiesand the respect for differences. Finally, we note that the implementation of InclusiveEducation Policies at university is essential for the integration of this demographic, specificallyin processes that combine the Capabilities and Human Rights approaches.
