Didactic strategy with innovative technologies, impact on academic performance in students with visual disability

Abstract

The main objective of this study was to propose a teaching strategy, with the integration of technological tools in the teaching-learning process to improve the academic performance of students with visual disabilities at the State University of the South of Manabí. A scientific research methodology was used that included methods at the theoretical, empirical and mathematical statistical level, such as: Historical logic, synthesis analysis, literature review, observation, interview and survey. This is an exploratory study that allows us to analyze issues related to the adaptation of inclusive curricula for students with visual disabilities. This research identifies technological tools for the development of integrated learning with equity and inclusion of underrepresented groups in higher education. The steps and components of the proposal can be developed as alternatives to change educational systems and learning environments and respond to the diversity of students, for which measures were applied in terms of teacher training, available infrastructure, computer equipment, curriculum, communication and personal care. The results show that the use of teaching strategies with the use of technologies contributes to learning in students with limited vision, helping them acquire information, communicative autonomy and the ability to process new digital materials, increasing their academic performance. In this way, higher education favors the creation and development of educational equality and the inclusion of groups with special abilities.