Sensory and spatial adaptation for social inclusion in the educational model of higher education

Abstract

Currently, education in the Ecuadorian environment is conceived as a transcendental tool in human formation that includes social, cultural, economic and environmental aspects that make up a comprehensive personality and a character that promotes personal social development and for their peers. Social inclusion requires new ways of teaching, communicating and challenges students’ abilities to deal with their own ways of knowing. The objective of this study is to provide methodological proposals that promote the inclusion of learning for people with disabilities in the higher education model, taking as a model the Faculty of Architecture and Urban Planning of the University of Guayaquil. A qualitative, deductive methodology is applied that analyzes divergent systems and types of learning environments to generate a tool with characteristics of sensory and spatial analysis that adapt to the context of higher education. The conclusion is that sensory adaptations comprehensively activate the cognitive and integrative part of users with physical disabilities, while spatial adaptations can provide comfort and relaxation to users with psychosocial deficiencies.