Leer y escribir en la universidad: Prácticas de lectura y escritura de jóvenes universitarios con discapacidad intelectual

Abstract

Se presentan las experiencias de lectura y escritura que desarrollan los jóvenes estudiantes del programa Somos Uno Más en la Universidad Iberoamericana de la Ciudad de México. En ellas se destacan elementos que resultan fundamentales para incidir en aspectos socioemocionales, cognitivos y de formación prelaboral, los cuales evidencian las prácticas de inclusión educativa y social en un contexto universitario para alumnos con discapacidad intelectual. Se comparten ejemplos de escritura que muestran características de funcionalidad porque son adecuadas a los intereses, edades y necesidades de los alumnos, y pertinentes al ambiente escolar universitario.

Presented here are experiences of reading and writing, skills developed by young studentst of the Somos Uno Más Program at the Universidad Iberoamericana in Mexico City. Highlighted in these experiences are elements that proved fundamental for socio-emotional and cognitive development as well as pre-employment training, thus emphasizing inclusive educational and social practices in a university context for students with intellectual disabilities. In addition, examples are shared of forms of writing that are likely functional precisely because they are tailored to the interests, ages, and needs of students and applicable in an academic university. The closing comments aim to show that writing practices of students that belong to this program are relevant because they are based on different support materials that facilitate the learning processes in people with intellectual disability.