Jurisprudencia y Ciencias Sociales
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Item Resiliencia en estudiantes con discapacidad visual(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-01-19) Montero Ortiz, Jeremy Aldair; Paredes Ruíz, Teresa de JesúsThe study addressed resilience in students with visual disabilities at the Technical University of Ambato, a problem framed within structural, social, and pedagogical barriers that limited their full inclusion in higher education; its general purpose was to analyze resilience in this group, with specific objectives to conceptualize it in relation to the educational experience, identify the factors that strengthened it, and determine the obstacles that restricted it. The methodology was developed under a qualitative and descriptive approach, using analytic‑synthetic and inductive methods, with a population of 11 participants and techniques such as participant observation and semi‑structured interviews supported by Atlas.ti. . The results showed a predominance of positive feelings over negative ones, a greater presence of resilient traits and adapted resilience, and a lower frequency of dominated resilience; likewise, protective factors such as social reinforcement were identified, along with persistent barriers such as lack of accessibility, family overprotection, and limited institutional empathy. In conclusion, resilience was configured as a dynamic and ecological process dependent on the interaction between personal resources, social support, and institutional conditions, which required strengthening inclusive policies, teacher training, support networks, and autonomy strategies to ensure equitable and transformative higher education. This analysis made it possible to understand that resilience was not a static trait but a construction nurtured by experiences, bonds, and learning, showing that educational inclusion required more than technical adaptations, as it demanded cultural and pedagogical changes that recognized diversity as a value; thus, the research provided evidence to promote institutional practices that favored equity and full participation, consolidating a framework for future actions aimed at improving educational quality and social justice