Abstract—Three of the most reported strategies for students with disabilities (SWD) along their stay in higher education institutions include adapting changes in management and facilities through protocols that focused on Admission, Retention and Graduation. These strategies are important, although they do not guarantee full inclusivity during the teaching, learning and evaluation process. In this work, through a qualitatively methodology, we describe the perceptions of inclusivity of five lecturers, eight undergraduates and one SWD in science courses for Computer Systems Engineering. Furthermore, we report one successful experience to design an inclusive evaluation in a Mathematics course. The evidence found in this work suggests that the center of every protocol for SWD should be focused on Attention, as a new and longer stage. This stage includes e.g. teacher training, inclusive curriculum (for teaching and evaluation), student service and university extension programs, and inclusivity-focused research. Our purpose is to address this experience to the engineering community and promote the establishment of policies towards a more inclusive higher education system.
Peña-Becerril, M., Camacho-Zuñiga, C., Martínez-Peña, C., & González-Balderas, J. C. (2021, April). Building a Truly Inclusive Protocol for Students with Disabilities from an Experience in STEM areas. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 189-193). IEEE.