Abstract:

The confinement as a consequence of the global health crisis derived from the SARS-CoV-2 Coronavirus, significantly affected the way in which education was imparted, but without doubt, the final objective of the educational community worldwide in order not to leave any student deprived of studying was the establishment of online education. This reality that apprentices have had to live at different levels of education has forced them to relearn a scheme imposed by contingency, which could cause stress and desperation in them, for which a personalized accompaniment is necessary, especially for students with disability at the university level, who must overcome barriers sometimes due to technology and lack of accessibility. Therefore, to strengthen learning in this virtual modality, the PETE project (Professional experts in ICT and education) emerged. This article aims to present the results obtained from the PETE project, in which volunteer professionals participate as tutors in the academic support of pupils with disabilities. The research was conducted at Universidad Politécnica Salesiana, under a quantitative type investigation, and allowed to identify the tutorship process developed, as well as the results obtained. The online questionnaire was applied as an instrument at the beginning and end of the semester. In addition, the triangulation of the information was carried out with individuals with disabilities, parents and the information provided by the academic system of the university. As a result, it was obtained that the tutorship was performed with the active participation of learners, reaching the main objective of the project, which consisted in the accompaniment, follow-up and guidance throughout the semester, which allowed pupils with disabilities 100% ensure effective learning and succeed passing all the subjects.

Keywords:

Tutorships, ICTs, inclusive education, accessibility, autonomous learning.