Addressing of Dissability in Psychology Faculties of Private Universities in Bogotá During the Years 1998-2009
The goal of this research was to assess the state of the art of disability in undergraduate theses submitted as a requisite for the degree of Psychologist in private universities in Bogotá. Documentary research involving the review of RAEs from databases was used; the selected period was from 1998 u...
| Autor Principal: | Castelblanco Niño, Mónica Lucía; Universidad Santo Tomás, Bogotá |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad Santo Tomás, Colombia
2011
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| Acceso en línea: |
http://revistas.usta.edu.co/index.php/diversitas/article/view/243 |
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| Sumario: |
The goal of this research was to assess the state of the art of disability in undergraduate theses submitted as a requisite for the degree of Psychologist in private universities in Bogotá. Documentary research involving the review of RAEs from databases was used; the selected period was from 1998 until 2009. Documents addressing disability, physical disability, cognitive disability, sensory disability, and social inclusion were preferred. Those documents addressing disability from a rehabilitatory standpoint (dementia, head trauma, etc.), those in which social inclusion was not related to disability (displacement, for example), and those in which Psychology, in particular disability itself did not play a preponderant role were not taken into account. The obtained results suggest much less interest in Faculties of Psychology than in Faculties of Health Sciences regarding the production of undergraduate research works addressing disability. The latter faculties increased their researches after the approval of the Public Policies for Bogotá in 2004. Bigger interest towards disability in private confessional universities was also found. One of the conclusions of this research is that it is imperative to make curricular changes in undergraduate programs in Psychology in order to give future psychologists the ability to properly deal with subjects such as disability, psychology and public policies to coherently fulfill state policies at both the local and national levels. Key words: disability, social inclusion, disability public policies, education, university, RAE |
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