Analysis of learning theories for the creation of a methodology for inclusion in universities in Mexico

Abstract

In recent years, inclusion in Mexico has caused higher education institutions to open their doors to people with disabilities who want to access an education program. Taking into account that the word include is bound to accept, it is important to have the appropriate knowledge, tools, spaces, and attitudes for the reception of these people in campuses, both private and public, to achieve a synergy among all the involved in the binomial teaching-learning. All this with the objective of strengthening inherent competencies of people with disabilities and granting others in order to let them compete in the chosen institution. In this document, different learning theories will be analyzed, in order to know their strengths and suggest a methodology that allows teacher and student to be aware of their inherent competences as well as know the ones needed to have a good performance in the class. Through a concept map that describes the key points of the aforementioned theories to reach the final result. It should be noted that until now there is little information regarding the study of a specific practice for the inclusion of people with disabilities in higher education in Mexico. For this reason, this analysis is relevant.