INCLUSION, BARRIERS, AND NEEDS OF STUDENTS WITH DISABILITIES IN THE ACADEMIC CONTEXT
DOI:
https://doi.org/10.29302/Pangeea25.30Keywords:
Academic adaptation, inclusion, academic performance of students with disabilities, educational accessibilityAbstract
ABSTRACT: This study aims to analyze the process of academic adaptation for students with disabilities, specifically identifying the key barriers and needs they encounter within higher education. The research focused on obstacles related to infrastructure and the attitudes of other university actors. We also investigated the educational needs and academic performance of the sample. The methodology employed was quantitative, utilizing a survey questionnaire. The sample is one of convenience. The findings reveal that the primary barriers are physical, including the lack of properly adapted tables, compliant ramps, and appropriate access routes. Regarding the social environment, students with disabilities did not perceive discriminatory situations, reporting instead that they feel accepted and integrated within the groups they act in. Most participants actively engage in volunteer and extracurricular activities, which indicates successful social integration in various settings. However, a problematic finding is the low rate of membership in student associations, which may contribute to inadequate representation of students with disabilities at the university level. Academic performance is high, with the majority of respondents reporting a grade average above 8 for the previous academic year and demonstrating high participation in courses and seminars. Satisfaction with educational accessibility—particularly counselling services, social support, learning platforms, and assessment accessibility—was determined to be medium. In conclusion, our findings underscore the need for continued implementation of specific measures to enhance physical accessibility and foster the comprehensive inclusion of students with disabilities.
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