ABSTRACT:
This paper presents a research focused on accompanying programs for students with disabilities based on the conceptual shift of Disability Studies. The objective of the research was to look for those key elements that have configured this change in the access to the University for students with disabilities and the accompanying programs that have been created. The analysis has focused on three categories: student evolution, university innovations, and personalization. The research concludes by admitting that the widespread change of gaze on people with disabilities has meant that universities have standardized the presence of people with disabilities in different studies. The data reveal the importance of consolidating support projects to make possible that people with disabilities join the university. However, students with disabilities still recount the great effort they must make to keep on their studies, demonstrating that equal opportunities have not yet been fully achieved. The horizon is raised with universities so accessible that allow to reduce specific supports because they are no longer needed.
KEYWORDS:
Pedagogical mentoring; Disability; University; Inclusive education; Social innovation
Thumbnail
