Perceived challenges faced by students with disabilities in the university classroom

Abstract

The inclusion of people with disabilities in the university presents a substantial challenge, necessitating changes to promote inclusivity. Therefore, the aim of this research was to understand the perspectives of university students with disabilities regarding the learning barriers and challenges that impede inclusive educational participation in the Basic Education program at XXXXXXX. The methodological approach employed was qualitative, with captured perceptions analyzed thematically to explore the challenges faced by students with disabilities at the university. This analysis was subsequently supported by descriptive statistics.

The results and conclusions have provided insights into the experiences of students with disabilities in the university training context, marked by significant challenges such as difficulties in accessing adapted educational resources, obstacles in classroom interaction, and social-emotional barriers arising from discomfort in interactions with classmates and teachers due to a lack of understanding of disabilities. These aspects have notable effects on the academic and emotional performance of students with disabilities. Additionally, the study identified how negative self-perception impacts the harmonious emotional development of students with disabilities. The conclusion emphasizes that the path toward shared responsibility and training for educational stakeholders is crucial to promoting the inclusion of students with disabilities in the university.