Experiences on the articulation of substantive functions in Higher Education

Abstract

The present article aims to present the experiences developed by the teachers of the Academic Unit of Education of the Catholic University of Cuenca in the research project called Development of the Unit of Diagnosis, Psychopedagogical Research and Support for Inclusion, this center provides a specialized educational service through comprehensive assessment, counseling, psychopedagogical intervention supporting the educational inclusion of students who have special educational needs with or without disabilities. The beneficiaries were students with special educational needs associated or not with the disability of the initial, basic and baccalaureate levels of the educational institutions of the province of Azuay together with their families; the university students of the participating careers who through a linking project carried out the follow-up and advice to the educational communities in the processes of curricular adaptations. Regarding the methodology: it is a quantitative-qualitative, observational, descriptive, transversal and diagnostic investigation. The techniques used were: observation, survey, psychometric and projective techniques; the instruments used were: files, questionnaires, records, among others, the population that intervened in the research is related to students who have special educational needs who came to the Unit; teachers tutors and students who carried out pre-professional practices. The most significant experiences have been to articulate the substantive functions of the University such as teaching, research and linking through this research project that later became an emblematic project of links with society.