Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad
Restricted accessResearch articleFirst published online October, 2015
Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad
This article presents the partial results of a study that analysed the barriers and means of support that students with disabilities find in classrooms and other university settings (offices, departments, libraries, etc.), using the biographical narrative method. The results of this article focus exclusively on the obstacles and means of support identified by humanities students, with the information organized in relation to the institution in general, infrastructures and architectural barriers, lecturers and their teaching methods, fellow students and proposals for improving universities and classrooms. Finally, the conclusion discusses the main findings regarding how the university facilitates or hinders the participants’ learning processes in this study. From this perspective, and taking the social model of disability as a reference, it is concluded that in order to become inclusive, the university must commit to adopting proactive measures that eliminate the barriers preventing these students from learning and from participating fully.
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