INCLUSIVE HIGHER EDUCATION (IHE): APPLICATION OF ASSISTIVE TECHNOLOGIES

Abstract

In a context of growing social concern with issues of diversity and inclusion, the authors intended to explore the potential of assistive technology for the promotion of inclusion of students with disabilities. The research seeks to analyze not only the inclusion of the student during his/her academic experience, but also its role in moments when a potential candidate with disability is considering entering higher education, or considers continuing their studies, once acquiring this disability while attending the course. To this end, higher education teachers in Portugal were questioned on their experience or expectations regarding the teaching of students with special educational needs, and students with special educational needs, and the latter about their experience and expectations from the moment their application, or from the moment they become aware of their disability during the disability already during the course, until the moment they complete or abandon it. It was possible to conclude that there is a great need for pedagogical training of teachers in higher education in Portugal, both in general terms and specifically to prepare them for teaching students with special educational needs. In students' perspective, the difficulty in reaching information that supports the decision to apply for higher education (inclusive practices and accessibility of the institutions they are considering applying to, rights guaranteed by legislation and assistive technology that may facilitate their inclusion), as well as some difficulty in finding accessible or adapted assistive technology and teaching materials. It was also possible to identify needs in terms of assistive technology.