Technological accessibility of university students with deafblindness

Cruz-Núñez R.L.; Seminario-Hurtado N.; Avellaneda-Vásquez J.; Solís-Castillo J.C. · Revista de Ciencias Sociales (2025) · DOI: 10.31876/rcs.v31i2.43914

Resumen

In an increasingly digitalized world, where technology plays a key role in teaching-learning processes, access to technology is a challenge to ensure the inclusion and equity of students with disabilities, especially those with deafblindness. This research article aims to analyze accessibility in university students with deafblindness. The methodology used is a qualitative approach with a descriptive scope, applying the technique of documentary review and analysis under a retrospective design of the last 5 years. The information search covers articles indexed in Scopus, Web of Science, SciELO and the Dialnet portal for doctoral theses. The results reveal that there are accessibility barriers and challenges faced by students with deafblindness at the university level, due to the lack of proposals for accessible technological mechanisms and devices that promote true inclusion. The study concludes that technological accessibility is a principle of inclusive education at the university level, so it is of utmost importance that universities with a population of deafblindness can adapt the necessary measures to provide quality education based on equality and not discrimination. © (2025), (Universidad del Zulia). All Rights Reserved.

Instituciones: Universidad Continental; Universidad Católica Sedes Sapientiae