Comunicación inclusiva en la educación superior: estrategias y su impacto en la inclusión de estudiantes con necesidades educativas específicas

This study analyses the influence of communication strategies on the inclusion of students with specific educational needs, focusing on those with visual impairments, at the Faculty of Social Communication Sciences of the University of Guayaquil. The purpose is to identify communication barriers and effective practices that promote equitable learning environments in the classroom. A qualitative approach was applied, using semi-structured interviews with students with visual impairments and ten teachers who have participated in inclusive experiences. The data were processed through thematic analysis, identifying patterns related to communication, accessibility, and pedagogical interaction. The findings show that inclusive communication strategies such as the use of technological resources, adapted materials, inclusive language, and empathy in the teacher-student relationship contribute to strengthening the participation and academic performance of students with visual impairments. However, there are clear limitations associated with the lack of teacher training in this area, the absence of clear institutional guidelines, and the insufficient integration of accessibility criteria into academic programmes. The study confirms that communication strategies play a central role in inclusion in higher education. It is recommended that the implementation of institutional policies and the systematic use of adaptive technologies be improved. Beyond accessibility, the results highlight the importance of building a fair, participatory, and sensitive university culture.