Actions for the implementation of inclusive processes in higher education institutions

Abstract

In our country, access to higher education is governed by laws and decrees that regulate inclusion procedures, but do not provide specific guidelines on how to carry it out. This study seeks to reveal the main actions for the admission and maintenance of students with disabilities in higher education. For this purpose, a qualitative investigation was carried out, based on intentional sampling and semi-structured interviews with the participation of 8 higher education national institutions. For analyzing of information, the Grounded Theory technique was used. The results were organized into three levels of analysis: First, to describe admission processes, programs to support inclusion and accessibility; second, to analyze the efficiency of inclusion programs; and finally, to carry out a global analysis, categorizing barriers or facilitators for inclusion. The results allowed to conclude that, despite the advances in the matter, higher education institutions are still required to promote institutional policies that affect the educational community in order to change the inclusive paradigm, and to institutionalize supports, considering that there is no single formula, since the supports depend on the culture of each institution.