Factors Impacting the Autonomous Learning of Students with Disabilities at CAED Tulancingo
Downloads
Currently, inclusive education represents one of the main challenges at all educational levels. The increasing diversity of students and the complexity of their needs do not fit the traditional model that still exists in some educational institutions. In this regard, educational centers are called upon to develop interventions that provide equitable access, retention, and educational conditions appropriate to the needs of each student. The purpose of this research was to identify the factors that impact the autonomous learning of students with disabilities at CAED Tulancingo. The study employed a quantitative, non-experimental, correlational approach with a cross-sectional design. A total census of 45 students was considered. The findings will make it possible to formulate strategies to support improved organizational performance in the institution under study.
Pilozo Intriago, L. F., Cajilema Caiza, D. V., Macías Hinojoza, J. J., & Chaso Caluña, P. V. (2025). Inclusive strategies for students with disabilities in higher education: A case study. Revista G-ner@ndo, 6(1), 3804–3819.
Secretaría de Educación Pública. (2023). The New Mexican School: Principles and pedagogical guidelines for parents and the community. Subsecretaría de Educación Media Superior. https://educacionmediasuperior.sep.gob.mx
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
Punina Lasluisa, M. C., Vite Balón, M. B., Velasco Villa, A. V., Arias Lugmaña, E. B., & Arellano Males, K. G. (2025). Universal Design for Learning: Principles and practices for inclusive education. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 427–444. https://doi.org/10.37811/cl_rcm.v9i1.15725
CEPAL. (2022). Digital transformation in Latin America and the Caribbean. United Nations.
Gómez Trigueros, I. M. & Yañez de Aldecoa, C. (2023). The digital divide in the educational context: Training and learning of digital citizenship. Research in Education and Learning Innovation Archives, 30, 39–45. https://doi.org/10.7203/realia.30.25898
Mendivel Gerónimo, R. K., Lavado Puente, C. S., & Sánchez Castro, A. (2020). Administrative management and competency-based human talent management at Universidad Peruana Los Andes, Chanchamayo branch. Revista Conrado, 16(72), 262–268. Retrieved from https://conrado.ucf.edu.cu/index.php/conrado/article/view/1242
Tomanguilla, J., Duran, K., & Mucha, L. (2025). ChatGPT: Redefining autonomous learning. Revista InveCom, 5(4), 1–10. https://zenodo.org/records/15091225
Quintana, J. T. (2022). Precariousness in inclusion programs. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 2(2), 291–298. https://doi.org/10.17060/ijodaep.2021.n2.v2.2235
Copyright (c) 2026 Yenisse Margarita Gayosso San Juan, María del Rosario López Torres, Angel Alejandro Pastrana López, Leoncio Marañon Priego
This work is licensed under a Creative Commons Attribution 4.0 International License.
All Content should be original and unpublished.
