Perceptions of barriers to inclusion in students with disabilities in higher education institutions
This study aimed to analyze the perceptions of students with disabilities regarding the barriers to inclusion in higher education institutions in northeastern Colombia. Employing a mixed-methods approach, data were collected through questionnaires and semistructured interviews with 28 students with...
- Autores:
-
Carrillo-Sierra, Sandra Milena
Pinzón Ochoa, María
Rangel Pico, Angélica Nohemy
Paris Pineda, Olga María
Gómez Vásquez, María Fernanda
Álvarez Anaya, William Armando
Rivera-Porras, Diego
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2025
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/14108
- Acceso en línea:
- https://hdl.handle.net/11323/14108
https://repositorio.cuc.edu.co/
- Palabra clave:
- Barriers to inclusion
Students with disabilities
Inclusive education
Higher education
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
| title |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
| spellingShingle |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions Barriers to inclusion Students with disabilities Inclusive education Higher education |
| title_short |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
| title_full |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
| title_fullStr |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
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Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
| title_sort |
Perceptions of barriers to inclusion in students with disabilities in higher education institutions |
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Carrillo-Sierra, Sandra Milena Pinzón Ochoa, María Rangel Pico, Angélica Nohemy Paris Pineda, Olga María Gómez Vásquez, María Fernanda Álvarez Anaya, William Armando Rivera-Porras, Diego |
| dc.contributor.author.none.fl_str_mv |
Carrillo-Sierra, Sandra Milena Pinzón Ochoa, María Rangel Pico, Angélica Nohemy Paris Pineda, Olga María Gómez Vásquez, María Fernanda Álvarez Anaya, William Armando Rivera-Porras, Diego |
| dc.subject.proposal.eng.fl_str_mv |
Barriers to inclusion Students with disabilities Inclusive education Higher education |
| topic |
Barriers to inclusion Students with disabilities Inclusive education Higher education |
| description |
This study aimed to analyze the perceptions of students with disabilities regarding the barriers to inclusion in higher education institutions in northeastern Colombia. Employing a mixed-methods approach, data were collected through questionnaires and semistructured interviews with 28 students with disabilities, focusing on socio-demographic data and their personal university experiences. The findings revealed that physical and visual impairments were the most common (34.6% each) and the primary barriers were insufficient pedagogical strategies. An association between the type of disability and perceived support was identified. In conclusion, this study enabled the development of a comprehensive model for university inclusion in the northeastern region |
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2025-04-07T19:58:14Z |
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2025-02-14 |
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Carrillo-Sierra, S.-M., Pinzón-Ochoa, M., Rangel-Pico, A.-N., Paris-Pineda, O. M., Gómez Vásquez, M. F., Álvarez Anaya, W. A., & Rivera-Porras, D. (2025). Perceptions of Barriers to Inclusion in Students with Disabilities in Higher Education Institutions. Societies, 15(2), 37. https://doi.org/10.3390/soc15020037 |
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2075-4698 |
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https://hdl.handle.net/11323/14108 |
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10.3390/soc15020037 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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Carrillo-Sierra, S.-M., Pinzón-Ochoa, M., Rangel-Pico, A.-N., Paris-Pineda, O. M., Gómez Vásquez, M. F., Álvarez Anaya, W. A., & Rivera-Porras, D. (2025). Perceptions of Barriers to Inclusion in Students with Disabilities in Higher Education Institutions. Societies, 15(2), 37. https://doi.org/10.3390/soc15020037 2075-4698 10.3390/soc15020037 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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eng |
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Societies |
| dc.relation.references.none.fl_str_mv |
UNESCO. Global Education Monitoring Report, 2020: Inclusion and Education: All Means All Paris; UNESCO: London, UK, 2020; ISBN 9789231003882 Duryea, S.; Salamanca, J.P.S.; Caicedo, M.P. We the People: Inclusion of People with Disabilities in Latin America and the Caribbean; IDB: Washington, DC, USA, 2019 Debrenne, M.; Rykim, A.; Sukhushina, E.; Min, O. Inaccessible Accessibility: Analysis of Inclusive Education in Universities Abroad. J. Soc. Policy Stud. 2022, 20, 671–684 Almog, N. “Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment. Soc. Incl. 2018, 6, 218–229 Lombardi, A.; Gelbar, N.; Dukes III, L.L.; Kowitt, J.; Wei, Y.; Madaus, J.; Lalor, A.R.; Faggella-Luby, M. Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. J. Divers. High. Educ. 2018, 11, 34 Correa Alzate, J.I. Principle of progressivity and non-reversibility in inclusive education for people with disabilities in Colombia. Prax. Saber 2023, 14, 1 Moriña, A.; Biagiotti, G. Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review. Int. J. Educ. Dev. 2022, 93, 102647 Moriña, A.; Carballo, R. The impact of a faculty training program on inclusive education and disability. Eval. Program. Plann. 2017, 65, 77–83 Nieminen, J.H.; Dollinger, M.; Finneran, R. ‘There was very little room for me to be me’: The lived tensions between assessment standardisation and student diversity. Assess. Eval. High. Educ. 2024; ahead of print Nieminen, J.H.; Moriña, A.; Biagiotti, G. Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educ. Res. Rev. 2024, 42, 100582 Echeita Sarrionandía, G.; Ainscow, M. La educación inclusiva como derecho. Pautas de Acción para el Desarrollo de una Revolución Pendiente. Tejuelo 2011, 12, 26–46 Pérez-Esteban, M.D.; Carrión-Martínez, J.J.; Ortiz Jiménez, L. Systematic review on new challenges of university education today: Innovation in the educational response and teaching perspective on students with disabilities. Soc. Sci. 2023, 12, 245 León, M.; Felipe, L. Las Barreras para el Aprendizaje y la Participación. Un Análisis desde la Psicología. Rev. Defic. Educ. 2020, 1, 66–73 Kimball, E.W.; Wells, R.S.; Ostiguy, B.J.; Manly, C.A.; Lauterbach, A.A. Students with Disabilities in Higher Education: A Review of the Literature and an Agenda for Future Research; Springer: Berlin/Heidelberg, Germany, 2016; ISBN 9783319268293 Cui, F.; Cong, C.; Qiaoxian, X.; Chang, X. Equal participation of persons with disabilities in the development of disability policy on accessibility in China. Int. J. Dev. Disabil. 2019, 65, 319–326 Li, Y.F.; Zhang, D.; Dulas, H.M.; Whirley, M.L. Academic Learning Experiences and Challenges of Students with Disabilities in Higher Education. J. Postsecond. Student Success. 2024, 3, 79–102 Ristad, T.; Østvik, J.; Horghagen, S.; Kvam, L.; Witsø, A.E. A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground. Int. J. Educ. Res. Open 2024, 6, 100311Solis-Grant, M.J.; Bretti-López, M.J.; Espinoza-Parçet, C.; Pérez-Villalobos, C.; Rodríguez-Núñez, I.; Pincheira-Martínez, C.; Sepúlveda-Carrasco, C. Inclusion in the university: Who assumes responsibility? A qualitative study. PLoS ONE 2023, 18, e0280161 Lourens, H. Supercripping the academy: The difference narrative of a disabled academic. Disabil. Soc. 2020, 36, 1205–1220 Mir, A.A.; Waheed, A. Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study. High. Educ. Futur. 2022, 9, 186–202 |
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© 2025 The authors |
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Atribución 4.0 Internacional (CC BY 4.0) |
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Atribución 4.0 Internacional (CC BY 4.0)© 2025 The authorshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Carrillo-Sierra, Sandra MilenaPinzón Ochoa, MaríaRangel Pico, Angélica NohemyParis Pineda, Olga MaríaGómez Vásquez, María FernandaÁlvarez Anaya, William ArmandoRivera-Porras, Diegovirtual::1037-12025-04-07T19:58:14Z2025-04-07T19:58:14Z2025-02-14Carrillo-Sierra, S.-M., Pinzón-Ochoa, M., Rangel-Pico, A.-N., Paris-Pineda, O. M., Gómez Vásquez, M. F., Álvarez Anaya, W. A., & Rivera-Porras, D. (2025). Perceptions of Barriers to Inclusion in Students with Disabilities in Higher Education Institutions. Societies, 15(2), 37. https://doi.org/10.3390/soc150200372075-4698https://hdl.handle.net/11323/1410810.3390/soc15020037Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This study aimed to analyze the perceptions of students with disabilities regarding the barriers to inclusion in higher education institutions in northeastern Colombia. Employing a mixed-methods approach, data were collected through questionnaires and semistructured interviews with 28 students with disabilities, focusing on socio-demographic data and their personal university experiences. The findings revealed that physical and visual impairments were the most common (34.6% each) and the primary barriers were insufficient pedagogical strategies. An association between the type of disability and perceived support was identified. In conclusion, this study enabled the development of a comprehensive model for university inclusion in the northeastern region24 páginasapplication/pdfengMultidisciplinary Digital Publishing Institute (MDPI)Switzerlandhttps://www.mdpi.com/2075-4698/15/2/37Perceptions of barriers to inclusion in students with disabilities in higher education institutionsArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85SocietiesUNESCO. Global Education Monitoring Report, 2020: Inclusion and Education: All Means All Paris; UNESCO: London, UK, 2020; ISBN 9789231003882Duryea, S.; Salamanca, J.P.S.; Caicedo, M.P. We the People: Inclusion of People with Disabilities in Latin America and the Caribbean; IDB: Washington, DC, USA, 2019Debrenne, M.; Rykim, A.; Sukhushina, E.; Min, O. Inaccessible Accessibility: Analysis of Inclusive Education in Universities Abroad. J. Soc. Policy Stud. 2022, 20, 671–684Almog, N. “Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment. Soc. Incl. 2018, 6, 218–229Lombardi, A.; Gelbar, N.; Dukes III, L.L.; Kowitt, J.; Wei, Y.; Madaus, J.; Lalor, A.R.; Faggella-Luby, M. Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. J. Divers. High. Educ. 2018, 11, 34Correa Alzate, J.I. Principle of progressivity and non-reversibility in inclusive education for people with disabilities in Colombia. Prax. Saber 2023, 14, 1Moriña, A.; Biagiotti, G. Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review. Int. J. Educ. Dev. 2022, 93, 102647Moriña, A.; Carballo, R. The impact of a faculty training program on inclusive education and disability. Eval. Program. Plann. 2017, 65, 77–83Nieminen, J.H.; Dollinger, M.; Finneran, R. ‘There was very little room for me to be me’: The lived tensions between assessment standardisation and student diversity. Assess. Eval. High. Educ. 2024; ahead of printNieminen, J.H.; Moriña, A.; Biagiotti, G. Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educ. Res. Rev. 2024, 42, 100582Echeita Sarrionandía, G.; Ainscow, M. La educación inclusiva como derecho. Pautas de Acción para el Desarrollo de una Revolución Pendiente. Tejuelo 2011, 12, 26–46Pérez-Esteban, M.D.; Carrión-Martínez, J.J.; Ortiz Jiménez, L. Systematic review on new challenges of university education today: Innovation in the educational response and teaching perspective on students with disabilities. Soc. Sci. 2023, 12, 245León, M.; Felipe, L. Las Barreras para el Aprendizaje y la Participación. Un Análisis desde la Psicología. Rev. Defic. Educ. 2020, 1, 66–73Kimball, E.W.; Wells, R.S.; Ostiguy, B.J.; Manly, C.A.; Lauterbach, A.A. Students with Disabilities in Higher Education: A Review of the Literature and an Agenda for Future Research; Springer: Berlin/Heidelberg, Germany, 2016; ISBN 9783319268293Cui, F.; Cong, C.; Qiaoxian, X.; Chang, X. Equal participation of persons with disabilities in the development of disability policy on accessibility in China. Int. J. Dev. Disabil. 2019, 65, 319–326Li, Y.F.; Zhang, D.; Dulas, H.M.; Whirley, M.L. Academic Learning Experiences and Challenges of Students with Disabilities in Higher Education. J. Postsecond. Student Success. 2024, 3, 79–102Ristad, T.; Østvik, J.; Horghagen, S.; Kvam, L.; Witsø, A.E. A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground. Int. J. Educ. Res. Open 2024, 6, 100311Solis-Grant, M.J.; Bretti-López, M.J.; Espinoza-Parçet, C.; Pérez-Villalobos, C.; Rodríguez-Núñez, I.; Pincheira-Martínez, C.; Sepúlveda-Carrasco, C. Inclusion in the university: Who assumes responsibility? A qualitative study. PLoS ONE 2023, 18, e0280161Lourens, H. Supercripping the academy: The difference narrative of a disabled academic. Disabil. Soc. 2020, 36, 1205–1220Mir, A.A.; Waheed, A. Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study. High. Educ. 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 públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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