ABSTRACT:
The process of recognition and participation of university students with disabilities has presented challenges that incite discussions and investigations. In this sense, the objective of this study was to analyze elements that constitute barriers and/or facilitators, which, from the perspective of university students with disabilities, present themselves in their academic training paths within the public universities in Mato Grosso do Sul, Brazil. Te research consisted in a qualitative approach, in an exploratory-descriptive way, and used the focal group technique for data collection. Te results were organized into thematic axes. As facilitators of inclusion of students with disabilities in Higher Education, participants reported: presence of support teachers, interpreters and monitors; availability of material resources; pedagogical actions; suitability of furniture; architectural accessibility; positive interpersonal relationships with colleagues; conceptions and positive attitudes of the professors; core operation and/or accessibility sector; and family support. Concomitantly and paradoxically, architectural, urban, attitudinal, communicational, informational and pedagogical barriers were identified. It is concluded that the inclusion of students with disabilities in the university faces significant obstacles, but it must be acknowledged that advances can also be observed and indicate that modifications are taking place in the sense of guaranteeing the right of access, participation, learning and permanence of these students in Higher Education.
KEYWORDS:
Higher education; Inclusion; Affirmative action policies.