Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty

Abstract

Abstract This study analyzed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated, and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes, and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty, and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community, and the implementation of university policies about inclusion.