ESTRATEGIA PARA FORTALECER COMPETENCIAS DOCENTES EN LA FORMACIÓN DE ESTUDIANTES CON DISCAPACIDAD VISUAL A TRAVÉS DEL USO DE LAS TIC

This research proposal, of qualitative nature, allowed teachers from diverse Higher Education Institutions to reflect on their pedagogical practice as well as on the application of the reasonable accommodations for students with a Visual Impairment.Basic concepts were analyzed to develop the teaching standards for Inclusive Education, using four challenges as the focal point: First, the challenge of Education for Everyone, which discusses the laws pertaining Inclusive Education and the concept of disability, with a focus on Visual Impairment.  Then, The challenge of the Higher Education Institutions, which studies the obstacles that these institutions face, and the experiences from some of them both in the national and international contexts. Also, The challenge of the ICT’s in the frame of Inclusive Education, which shows, that as part of the process, they are tools and resources that facilitate the teaching and learning of students with a visual impairment.  Finally, the challenge that teachers face when working in the context of Inclusive Education, which develops the traits, standards, curricula, and reasonable accommodations in the teaching practice, as well as some pedagogical strategies for the students with a visual impairment.As a result of the inquiry process, the design of a module for intervention in Virtual Learning Environments was implemented during six weeks. This led 24 teachers from diverse participating Superior Education Institutions to reflect on their Inclusive Education Standards, to analyze their pedagogical practice, and to think about the way they implement in the practice reasonable accommodations.The results obtained were analyzed using instruments from categories such as reasonable accommodations and virtual learning environments.  Similarly, concepts like perceptions, content criteria, pedagogical approaches, use of ICT’s, learning strategies, and evaluation of pedagogical practice were considered for the entry and exit of the research. As a result, a focus group was created to be part of a semi structured interview.  During the investigation, the process was supported and overseen by the researcher who took the role of a tutor, which allowed the identification of authentic learning processes.Key Words:Information and Communications Technology, Reasonable Adjustments, Inclusive Education, Visual Impairment, Virtual Learning Environment, Pedagogical Strategies.