Abstract

PEREZ-CASTRO, Judith. Inclusion of students with disabilities in two Mexican public universities. Innov. educ. (Méx. DF) [online]. 2019, vol.19, n.79, pp.145-170. ISSN 1665-2673.

We discuss the results of a research carried out with a group of university students with disabilities, from two public universities. We mainly focus on the subjects’ perspective regarding institutional policies and strategies for inclusion, considering three moments: entrance, permanence, and graduation.

According to the interviewees, the main barriers are faced during permanence and graduation. For the first, the most common were: the amount of courses included in the syllabus, the schedule, and the availability of spaces to enroll in the courses. Regarding classes, the students highlighted: the content of the programs and the organization of learning activities. Finally, for graduation, the barriers are related to the requirements to complete syllabus credits and the options for graduation.

Keywords : Inclusion; higher education; university sector; educational policies; people with disabilities.

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