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Frecuencia de discapacidad en estudiantes que presentan la prueba estandarizada de acceso a la educación superior (Saber 11) en Colombia y caracterización de su rendimiento
The frequency of disability amongst high-school students taking the standardised Colombian high-school leaving test (Saber 11) and a characterisation of their performance
Palabras clave:
personas con discapacidad, personas con daño visual, personas con deficiencia auditiva, Colombia, criterios de admisión escolar (es)Disabled person, hearing impaired person, physical disability, Colombia, School Admission Criteria (en)
Introducción. El examen nacional de acceso a la educación superior en Colombia (prueba Saber 11), es obligatorio para obtener el título de bachiller y ha realizado adaptaciones que permiten evaluar a personas con discapacidad física, auditiva y visual.
Objetivo. Describir las características y el rendimiento en la prueba Saber 11 de las personas con discapacidad (PCD) en 2009.
Materiales y métodos. Análisis secundario de tipo descriptivo de los resultados del examen nacional de acceso a la educación superior (prueba Saber 11), presentado por PCD en el ano 2009. La certificación de discapacidades realizada previa al examen durante la inscripción a la prueba. Se describen las características de dicha población, junto con los puntajes en la prueba.
Resultados. 529.651 estudiantes presentaron la prueba por primera vez, de los cuales el 0,2% (842) afirmaron durante la inscripción tener algún tipo de discapacidad. Del total de PCD, el 35,0% presentó una discapacidad motora, el 34,9% presentó una discapacidad auditiva y requirieron intérprete en la prueba, 19,1% presentó una discapacidad visual y un 11,5% presentó discapacidad auditiva, pero no requirieron intérprete. La mayoría de sus puntajes están en categorización media, y, en promedio, las personas con discapacidad visual tuvieron resultados mejores en las áreas básicas al compararlos con otras discapacidades.
Conclusión. Este estudio sugiere que son pocas las PCD que se presentan a la prueba Saber 11. No existe forma de evidenciar discapacidad cognitiva en la prueba.
Background. Taking the standardised Colombian high-school leaving test (Saber 11) is obligatory for students to graduate from high school and is also used for rating students applying to Colombian universities; it has been adapted for evaluating young people having hearing physical, visual and auditory disabilities.
Objectives. Describing and characterising the profile of students suffering from disability (SWD) who presented the standardised Colombian high-school leaving test in 2009.
Methods. A descriptive secondary analysis was made of the standardised Colombian high-school leaving test database concerning SWD who took the test in 2009. A disability certificate must have been obtained beforehand and presented during registration for the test. The prevalence of SWD taking the test was calculated, their scores were recorded and univariate statistics were used for the social, demographic and economic characterisation of their profile.
Results. 529,651 students took the test for the first time in 2009; 0.2% (842) of these students claimed to have some type of disability during registration. 35.0% (295) of these had a motor disability, 34.9% (294) had a hearing disability and were assisted by a sign language interpreter, 19.1% (161) were visually impaired and 11.5% (97) had a hearing disability but did not receive assistance from a sign language interpreter. Most SWD achieved mid-ranging scores; the visually-impaired scored higher points than the rest of the SWD.
Conclusion. This study suggested that very few SWD were presenting the standardised Colombian high-school leaving test. Cognitive impairment could not be measured by this type of standardised test.
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Derechos de autor 2012 Revista de la Facultad de Medicina
Esta obra está bajo una licencia Creative Commons Reconocimiento 3.0 Unported.
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