@misc{10481/94150,
year = {2023},
month = {4},
url = {https://hdl.handle.net/10481/94150},
abstract = {A inicios del año 2020, el mundo se
vio afectado por una emergencia de
salud pública causada por la COVID-
19 con altos niveles de contagio y
muertes. Su rápida propagación en
todo el mundo llevó a las autoridades
sanitarias a declararla pandemia e
imponer medidas de restricción y
confinamiento para minimizar los
riesgos de contagio y letalidad (OMS,
2020). Los centros educativos fueron
cerrados acogiéndose a la modalidad
virtual y los servicios de apoyo a
estudiantes con discapacidad fueron
cancelados, ocasionando graves
trastornos psicológicos y dificultades
en el acceso a los aprendizajes en la
población (ONU 2020). La revisión
bibliográfica ha demostrado que
existen grandes inequidades en las
oportunidades educativas, pues el
34,7% de los docentes no
contemplaron ajustes curriculares en
su planificación. El objetivo de este
ensayo es analizar, desde la revisión
de las evidencias, el impacto
psicológico generado por la COVID-
19 en estudiantes con discapacidad y
los padres de familias. Esta revisión
bibliográfica tomó en consideración
estudios, revistas científicas y
referencias bibliográficas de los
últimos 5 años y las desarrolladas
para abordar el tema de la COVID-19
y discapacidad, tomando como
referencia las publicaciones de
Dialnet, SciELO y Scopus. Para
definir las palabras claves se utilizó la herramienta Tesauro que cuenta con
una robusta base de datos.},
abstract = {In early 2020, the world was hit by a
public health emergency caused by
COVID-19 with high levels of infection
and deaths. Its rapid spread around
the world led health authorities to
declare it a pandemic and impose
restriction and containment measures
to minimise the risks of contagion and
lethality (WHO, 2020). Educational
centres were closed in favour of a
virtual modality and support services
for students with disabilities were
cancelled, causing serious
psychological disorders and
difficulties in access to learning for the
population (UN 2020). The literature
review has shown that there are great
inequalities in educational
opportunities, with 34.7% of students
with
The literature review has shown that
there are great inequalities in
educational opportunities, as 34.7%
of teachers did not consider curricular
adjustments in their planning. The
aim of this essay is to analyse the
psychological impact of COVID-19 on
students with disabilities and their
parents through a review of the
evidence. This bibliographic review
took into consideration studies,
scientific journals and bibliographic
references from the last 5 years and
those developed to address the issue
of COVID-19 and disability, taking as
reference the publications of Dialnet,
SciELO and Scopus. The Thesaurus
tool was used to define the keywords,
which has a robust database.},
publisher = {Universidad de Granada},
keywords = {Accesibilidad},
keywords = {Coronavirus},
keywords = {Confinamiento},
keywords = {Educación inclusiva},
keywords = {Pandemia},
keywords = {Accessibility},
keywords = {Coronavirus},
keywords = {Confinement},
keywords = {Inclusive education},
keywords = {Pandemic},
title = {Efectos psicológicos causados por la COVID-19 en los estudiantes con discapacidad y sus progenitores},
doi = {10.30827/retosxxi.7.2023.24319},
author = {Delgado, Graciela},
}