Competencias digitales en escolares peruanos con discapacidad visual: análisis y perspectivas
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El campo de la educación inclusiva para niños con deficiencias sustanciales como la ceguera se ha visto afectado por la creciente anticipación de las nuevas tecnologías y sus múltiples usos. Por consiguiente, se planteó como objetivo analizar las competencias digitales en escolares peruanos con discapacidad visual. El estudio se llevó a cabo bajo un enfoque analítico, amparado en el diseño de revisión sistemática, se usó como metodología la declaración PRISMA, para ello, se recuperaron documentos a través de las bases de datos Scopus, Web of Science, PsycoInfo y Scielo, donde se reconocieron 20 producciones científicas. Se concluye que las competencias digitales son herramientas de apoyo para que los alumnos con discapacidades alcancen su máximo desarrollo, deberían facilitar la inclusión educativa y contribuir al desarrollo de entornos de aprendizaje para ellos, siempre que los escolares con discapacidades visuales puedan aprovechar sus ventajas.
The field of inclusive education for children with substantial impairments such as blindness has been affected by the growing anticipation of new technologies and their multiple uses. Therefore, it was proposed as an objective to analyze digital competencies in Peruvian schoolchildren with visual impairment. The study was carried out under an analytical approach, under the systematic review design, the PRISMA statement was used as methodology, for this, documents were retrieved through the Scopus, Web of Science, PsycoInfo and Scielo databases, where 20 scientific productions were recognized. It is concluded that digital competencies are support tools for students with disabilities to reach their maximum development, should facilitate educational inclusion and contribute to the development of learning environments for them, provided that schoolchildren with visual impairments can take advantage of their benefits.
The field of inclusive education for children with substantial impairments such as blindness has been affected by the growing anticipation of new technologies and their multiple uses. Therefore, it was proposed as an objective to analyze digital competencies in Peruvian schoolchildren with visual impairment. The study was carried out under an analytical approach, under the systematic review design, the PRISMA statement was used as methodology, for this, documents were retrieved through the Scopus, Web of Science, PsycoInfo and Scielo databases, where 20 scientific productions were recognized. It is concluded that digital competencies are support tools for students with disabilities to reach their maximum development, should facilitate educational inclusion and contribute to the development of learning environments for them, provided that schoolchildren with visual impairments can take advantage of their benefits.
Description
Vol. 7, No. 28