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Vol. 5 No. 2 (2025)
Published 2025-12-11
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Artículo de investigación científica y tecnológica

Inclusive pedagogical practices with technological mediation in Boyacá

DOI: https://doi.org/10.22490/28057597.9875
Jenny Paola García Cárdenas Universidad Nacional Abierta y a Distancia
Yenny Lisbeth Castro Rojas Universidad Nacional Abierta y a Distancia
Doly Yolima González Bonilla Universidad Nacional Abierta y a Distancia
Marisela Gutiérrez Cárdenas Universidad Nacional Abierta y a Distancia
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This article describes the inclusive pedagogical practices implemented by teachers in the department of Boyacá through Information and Communication Technologies (ICT) to address the educational needs of students with intellectual disabilities. The research is based on the premise that the integration of ICT, articulated with strategies such as Universal Design for Learning (UDL) and Individual Plans for Reasonable Adjustments (PIAR in Spanish), constitutes a facilitating factor for educational inclusion processes. The descriptive study, aimed at characterizing technology-mediated inclusive pedagogical practices, employed a contemporary cross-sectional univariable field design that allowed for the collection of direct information from sources in their natural context. The research was developed in two phases: first, a documentary analysis of the theoretical and normative foundations of educational inclusion and technological mediation; second, the application of a questionnaire to 20 teachers from public educational institutions. The results show progress in the adoption of inclusive strategies, although structural barriers persist, such as insufficient technological infrastructure, limited teacher training in inclusive digital competencies, and the need for curricular flexibility. The analysis of the five dimensions (psychological, philosophical, political, pedagogical, and technological) demonstrates that teacher commitment constitutes a fundamental element for promoting inclusive and equitable education, beyond contextual limitations.

keywords: Intellectual Disability, teachers, educational inclusion, ICT, pedagogical practices
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How to Cite

García Cárdenas, J. P., Castro Rojas, Y. L., González Bonilla, D. Y., & Gutiérrez Cárdenas, M. (2025). Inclusive pedagogical practices with technological mediation in Boyacá: a description from the perspective of intellectual disability. EducAcción Sentipensante, 5(2), 35-55. https://doi.org/10.22490/28057597.9875
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