ABSTRACT
From a Human Rights perspective, there is no doubt in the imperative need to provide spaces of educational inclusion in higher education, in particular for persons with disabilities. However, the practice of rights, in this case, requires political, structural and procedural changes, that includes transformations in cultural perspectives. This article aims to reflect on the applicability of the frameworks of Convention on the Rights of Persons with Disabilities and the International Classification of Functioning, Disability and Health, in the access to tertiary education. Thus, and as a result, it aims to identify potential contradictions that arise in the light of the prejudice that people still have towards persons with disabilities, when performing several professional roles. Therefore, it is a theoretical article based on documental analysis, which includes international documents, scientific papers, and considers the situation of Uruguay as a case study. The intended outcome of this article is to make a contribution to the current debate on the topic from a theoretical, technical and operational approach.
Keywords:
Inclusion; Tertiary education; Disability.