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EVALUATION OF THE CURRENT LEARNING SITUATION OF UNIVERSITY STUDENTS WITH VISUAL AND HEARING SPECIAL NEEDS

The integrating and standardizing main aim of the education system for the population in general and in relation to students with special needs in particular, is evident. The University, as the nucleus of the Teaching and training period developed in the adulthood, also embraces this double purpose. The university has a crucial role in the transmission of culture, values and scientific knowledge to which a group of professors add a rehabilitative / integrating role, within a normalized context. The fear of being discriminated against, the lack of real considerations and the lack of support services, sometimes justify the absence of declaration the disabilities in some students. The outcrop of this population makes necessary actions aimed at alleviating the constraints and barriers imposed by the university institution, in order to guarantee the principle of equal opportunities, inherent to our social order. The knowledge of the policy, in matter of educational integration in the University, through the compilation of the existing legislation; the delimitation of the concept of equal opportunities; and the study of the risk factors in the university environment as potential agents of discrimination for those who have some deficiency are previous concepts has to be identified in these students. Therefore, it is necessary to develop practical derivation in the actions and services in higher education institutions to avoid these deficiencies. In the current experience, students of physiology of the Degree in sciences of physical activity and sport and Food Science and Technology of the University of Granada took part in this experience. They were surveyed to evaluate the current state of the help systems of students with visual and audio special needs as well as the difficulties that these students present. Subsequently, the material and resources to improve the learning process of students with visual and audio special needs were analysed. The evaluation of these questions and material allowed us to confirm that the acquisition of knowledge in this population with special needs is a complex process and although University provides enough resources to facilitate learning, these materials should be promoted and updated.