GARCIA-GONZALEZ, Juan Manuel/GOMEZ-CALCERRADA, Sonia Gutierrez/HERNANDEZ, Eva Solera/[et al.]
ISBN / ISSN:
ISSN 0968-7599
Année de publication:
2021
Date de publication:
01/05/2021
Résumé:
Spanish universities must guarantee optimum accessibility to facilitate the teaching-learning process of students with disabilities. The objective of this study was to investigate how Spanish students with disabilities perceive access to Higher Education and the day-to-day of their academic life. A qualitative design was performed, using sequential discourse analysis adapted to the area of studies with people with disabilities. Two focus groups and sixteen interviews with university students with disabilities were analyzed. The discursive strategies of the students presented an asymmetry between the normative and the factual, although within a framework of inclusion and integration into university life. Six types of barriers were identified: computer, bureaucratic, and architectural -more intense in the traditional universities-, and learning, personal, and social barriers -stronger in online universities. To ensure the inclusion of students with disabilities, there is a need to increase information and training and to establish common procedures across Higher Education institutions. [Résumé d'auteur]