Perceptions of Barriers to Inclusion in Students with Disabilities in Higher Education Institutions

datacite.rightshttp://purl.org/coar/access_right/c_abf2
dc.contributor.authorCarrillo-Sierra, Sandra-Milena
dc.contributor.authorPinzón-Ochoa, María
dc.contributor.authorRangel Pico, Angélica Nohemy
dc.contributor.authorParis-Pineda, Olga María
dc.contributor.authorGómez Vasquez, María Fernanda
dc.contributor.authorÁlvarez Anaya, William Armando
dc.contributor.authorRivera-Porras, Diego
dc.date.accessioned2026-06-17T16:33:50Z
dc.date.available2026-06-17T16:33:50Z
dc.date.issued2025
dc.description.abstractThis study aimed to analyze the perceptions of students with disabilities regarding the barriers to inclusion in higher education institutions in northeastern Colombia. Employing a mixed-methods approach, data were collected through questionnaires and semi-structured interviews with 28 students with disabilities, focusing on socio-demographic data and their personal university experiences. The findings revealed that physical and visual impairments were the most common (34.6% each) and the primary barriers were insufficient pedagogical strategies. An association between the type of disability and perceived support was identified. In conclusion, this study enabled the development of a comprehensive model for university inclusion in the northeastern region.eng
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.3390/ soc15020037
dc.identifier.issn20754698
dc.identifier.urihttps://hdl.handle.net/20.500.12442/18018
dc.language.isoeng
dc.publisherMDPIspa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationaleng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceSocietieseng
dc.sourceVol. 15, Issue 2 (2025)spa
dc.subjectEstudiantes con discapacidadspa
dc.subjectEducación superiorspa
dc.subject.keywordsBarriers to inclusioneng
dc.subject.keywordsStudents with disabilitieseng
dc.subject.keywordsInclusive educationeng
dc.subject.keywordsHigher educationeng
dc.titlePerceptions of Barriers to Inclusion in Students with Disabilities in Higher Education Institutionseng
dc.type.driverinfo:eu-repo/semantics/article
dc.type.spaArtículo científicospa
dcterms.referencesUNESCO. Global Education Monitoring Report, 2020: Inclusion and Education: All Means All Paris; UNESCO: London, UK, 2020; ISBN 9789231003882. eng
dcterms.referencesDuryea, S.; Salamanca, J.P.S.; Caicedo, M.P. We the People: Inclusion of People with Disabilities in Latin America and the Caribbean; IDB: Washington, DC, USA, 2019.eng
dcterms.referencesDebrenne, M.; Rykim, A.; Sukhushina, E.; Min, O. Inaccessible Accessibility: Analysis of Inclusive Education in Universities Abroad. J. Soc. Policy Stud. 2022, 20, 671–684.eng
dcterms.referencesAlmog, N. “Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment. Soc. Incl. 2018, 6, 218–229.eng
dcterms.referencesLombardi, A.; Gelbar, N.; Dukes III, L.L.; Kowitt, J.; Wei, Y.; Madaus, J.; Lalor, A.R.; Faggella-Luby, M. Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. J. Divers. High. Educ. 2018, 11, 34.eng
dcterms.referencesCorrea Alzate, J.I. Principle of progressivity and non-reversibility in inclusive education for people with disabilities in Colombia. Prax. Saber 2023, 14, 1.eng
dcterms.referencesMoriña, A.; Biagiotti, G. Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review. Int. J. Educ. Dev. 2022, 93, 102647.eng
dcterms.referencesMoriña, A.; Carballo, R. The impact of a faculty training program on inclusive education and disability. Eval. Program. Plann. 2017, 65, 77–83.eng
dcterms.referencesNieminen, J.H.; Dollinger, M.; Finneran, R. ‘There was very little room for me to be me’: The lived tensions between assessment standardisation and student diversity. Assess. Eval. High. Educ. 2024; ahead of print.eng
dcterms.referencesNieminen, J.H.; Moriña, A.; Biagiotti, G. Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educ. Res. Rev. 2024, 42, 100582.eng
dcterms.referencesEcheita Sarrionandía, G.; Ainscow, M. La educación inclusiva como derecho. Pautas de Acción para el Desarrollo de una Revolución Pendiente. Tejuelo 2011, 12, 26–46.spa
dcterms.referencesPérez-Esteban, M.D.; Carrión-Martínez, J.J.; Ortiz Jiménez, L. Systematic review on new challenges of university education today: Innovation in the educational response and teaching perspective on students with disabilities. Soc. Sci. 2023, 12, 245.eng
dcterms.referencesLeón,M.;Felipe, L. Las Barreras para el Aprendizaje y la Participación. Un Análisis desde la Psicología. Rev. Defic. Educ. 2020, 1, 66–73spa
dcterms.referencesKimball, E.W.; Wells, R.S.; Ostiguy, B.J.; Manly, C.A.; Lauterbach, A.A. Students with Disabilities in Higher Education: A Review of the Literature and an Agenda for Future Research; Springer: Berlin/Heidelberg, Germany, 2016; ISBN 9783319268293.eng
dcterms.referencesCui, F.; Cong, C.; Qiaoxian, X.; Chang, X. Equal participation of persons with disabilities in the development of disability policy on accessibility in China. Int. J. Dev. Disabil. 2019, 65, 319–326.eng
dcterms.referencesLi, Y.F.; Zhang, D.; Dulas, H.M.; Whirley, M.L. Academic Learning Experiences and Challenges of Students with Disabilities in Higher Education. J. Postsecond. Student Success. 2024, 3, 79–102.eng
dcterms.referencesRistad, T.; Østvik, J.; Horghagen, S.; Kvam, L.; Witsø, A.E. A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground. Int. J. Educ. Res. Open 2024, 6, 100311.eng
dcterms.referencesSolis-Grant, M.J.; Bretti-López, M.J.; Espinoza-Parçet, C.; Pérez-Villalobos, C.; Rodríguez-Núñez, I.; Pincheira-Martínez, C.; Sepúlveda-Carrasco, C. Inclusion in the university: Who assumes responsibility? A qualitative study. PLoS ONE 2023, 18, e0280161.eng
dcterms.referencesLourens, H. Supercripping the academy: The difference narrative of a disabled academic. Disabil. Soc. 2020, 36, 1205–1220.eng
dcterms.referencesMir, A.A.; Waheed, A. Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study. High. Educ. Futur. 2022, 9, 186–202.eng
dcterms.referencesGuevara Salazar, L.X.; Vélez Villaquirán, L.A. Primeras aproximaciones sobre la realidad de la inclusión en la educación en Colombia. Rev. Bol. Redipe 2020, 9, 85–100.spa
dcterms.referencesHenaoGaona, A.E. Revisión sistemática: Educación inclusiva como macro concepto en el contexto Colombiano. Rev. Bol. Redipe 2023, 12, 90–104.spa
dcterms.referencesOviedo-Cáceres, M.D.P.; Hernández-Quirama, A. University and disability: “The basic strategy is perseverance”. Rev. Colomb. Educ. 2020, 79, 395–422.eng
dcterms.referencesPradaNúñez, R.; Avendaño Castro, W.R.; Hernández Suarez, C.A. Globalización y cultura digital en entornos educativos. Rev. Bol. Redipe 2022, 11, 262–272.eng
dcterms.referencesMinistère de l’Enseignement Supérieur et de la Recherche. Les Personnels Enseignants de l’Enseignement Supérieur Public sous Tutelle du MESR. 2024. Available online: https://publication.enseignementsup-recherche.gouv.fr/eesr/FR/T579/les_ personnels_enseignants_de_l_enseignement_superieur_public_sous_tutelle_du_mesr/ (accessed on 17 June 2024).eng
dcterms.referencesVidarte, A.; Zambrano, J.R.; Mattheis, A. Access and Equity for Students with Dis/abilities in Colombian Higher Education. Educ. Policy Anal. Arch. 2022, 30, 61.eng
dcterms.referencesMuyor-Rodríguez, J.; Fuentes-Gutiérrez, V.; De la Fuente-Robles, Y.M.; Amezcua-Aguilar, T. Inclusive university education in bolivia: The actors and their discourses. Sustainability 2021, 13, 10818.eng
dcterms.referencesTreviño Villarreal, J.E.; Victoriano Villouta, E. University access policies for persons with disabilities: Lessons from two Chilean universities. Int. J. Educ. Dev. 2022, 91, 102577.eng
dcterms.referencesPaz-Maldonado, E.; Trejos, Z.S.; Carvajal, V.B.; Gasparico, L.O. Inclusión educativa del alumnado en situación de discapacidad en las universidades públicas de Centroamérica y el Caribe. Perspectiva de diversos profesionales. Ens. Aval. Políticas Públicas Educ. 2024, 32, e0244291.spa
dcterms.referencesMoriña, A.; Carballo, R.; Castellano-Beltran, A. A Systematic Review of the Benefits and Challenges of Technologies for the Learning of University Students With Disabilities. J. Spec. Educ. Technol. 2024, 39, 41–50.eng
dcterms.referencesLove, H.R.; Cook, B.G.; Cook, L. Mixed–Methods Approaches in Special Education Research. Learn. Disabil. Res. Pract. 2022, 37, 314–323.eng
dcterms.referencesMoriña, A.; Orozco, I. Inclusive learning strategies at university: The perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: La perspectiva del profesorado español de distintas áreas de conocimiento). Cult. Educ. 2022, 34, 231–265.eng
dcterms.referencesMoreno, J.D.; Bennett, L.H.V.; Ferrite, S. A utilização dos questionários do Washington Group on Disability Statistics para identificação da incapacidade auditiva: Uma revisão sistemática. CoDAS 2022, 34, e20200328.por
dcterms.referencesElangovan, N.; Sundaravel, E. Method of preparing a document for survey instrument validation by experts. MethodsX 2021, 8, 101326.eng
dcterms.referencesHemmler, V.L.; Kenney, A.W.; Langley, S.D.; Callahan, C.M.; Gubbins, E.J.; Holder, S. Beyond a coefficient: An interactive process for achieving inter-rater consistency in qualitative coding. Qual. Res. 2022, 22, 194–219.eng
dcterms.referencesLim,W.M.Whatisqualitative research? An overview and guidelines. Australas. Mark. J. 2024; ahead of print.eng
dcterms.referencesCheung, K.K.C.; Tai, K.W.H. The use of intercoder reliability in qualitative interview data analysis in science education. Res. Sci. Technol. Educ. 2023, 41, 1155–1175.eng
dcterms.referencesAlTaleb, H.M.; Alsaleh, D.A.; Alshammari, A.S.; Alsomairy, S.M.; Alsuaqir, S.M.; Alsaleem, L.A.; Omer, A.B.; Khan, R.; Alwhaibi, R.M. Facilitators and barriers to learning faced by female students with disability in higher education. Heliyon 2024, 10, e30774.eng
dcterms.referencesQueupil, J.P.; Durán del Fierro, F. El principio de inclusión: Similitudes y diferencias en la educación escolar y superior en Chile. Rev. Latinoam. Educ. Inclusiva 2018, 12, 111–128.eng
dcterms.referencesDouglas, T.; James, A.; Earwaker, L.; Mather, C.; Murray, S. Online discussion boards:Improving practice and student engagement by harnessing facilitador perceptions. J. Univ. Teach. Learn. Pract. 2020, 17, 7.eng
dcterms.referencesLantsova, I.; Kutsuri, G.; Shcherbatykh, L.; Gladysheva, M.; Grebennikova, V.; Morán, P.; Kosov, M.; Singer, N.; Muda, I.; Dudnik, O. NewModelofInclusive Higher Education Practices in Megacities’ Universities. Emerg. Sci. J. 2024, 8, 35–57.eng
dcterms.referencesFundaciónSaldarriaga Concha; Laboratorio de Economía de la Educación de la Universidad Javeriana. La Educación en Colombia para Población con Discapacidad: Realidades y Retos. Available online: https://www.saldarriagaconcha.org/wp-content/uploads/2023/0 3/2023-03-Marzo-EducacionCOParaPersonasConDiscapacidad_RealidadesyRetos-2.pdf (accessed on 17 June 2024)spa
dcterms.referencesOECD.TheImpact of COVID-19 on Student Equity and Inclusion; OECD: Paris, France, 2020; pp. 1–37. Available online: https:// read.oecd-ilibrary.org/view/?ref=434_434914-59wd7ekj29&title=The-impact-of-COVID-19-on-student-equity-and-inclusion (ac cessed on 17 June 2024).eng
dcterms.referencesPinilla-Roncancio, M.; Rodríguez Caicedo, N. Recolección de datos durante la pandemia por la COVID-19 y la inclusión de la población con discapacidad en América Latina y el Caribe. Rev. Panam. Salud Pública 2023, 46, e44.spa
dcterms.referencesCorrales Huenul, A.; Soto Hernández, V.; Villafañe Hormazábal, G. Learning barriers for students with disabilities in a chilean university. Student demands-institutional challenges. Actual. Investig. Educ. 2016, 16, 67–96eng
dcterms.referencesAdelman, H.S.; Taylor, L.L. Addressing Barriers to Learning: In the Classroom and Schoolwide; University of California: Los Angeles, CA, USA, 2018.eng
dcterms.referencesGurdián-Fernández, A.; Vargas Dengo, M.-C.; Delgado Álvarez, C.; Sánchez Prada, A. Prejuicios hacia las personas con discapacidad: Fundamentación teórica para el diseño de una escala. Actual. Investig. Educ. 2020, 20, 577–604.spa
dcterms.referencesCardozo, E.M.C.; Paredes, M.G.; Cabrera, M.G.; Bareiro, F.G. Implementación de políticas de inclusión en la Educación Superior. Caso: Facultad de Ciencias Agrarias de la Universidad Nacional de Asunción: Implementation of inclusion policies in Higher Education. Case: Faculty of Agricultural Sciences of the National. LATAM Rev. Latinoam. Cienc. Soc. Humanid. 2023, 4, 219–232.spa
dcterms.referencesAndresen, J.M.; Nord, D. Cognitive disability and postsecondary education: A national study on earnings. Dev. Disabil. Netw. J. 2020, 1, 34–49.eng
dcterms.referencesFernández-Batanero, J.M.; Montenegro-Rueda, M.; Fernández-Cerero, J. Access and Participation of Students with Disabilities: The Challenge for Higher Education. Int. J. Environ. Res. Public. Health 2022, 19, 11918.eng
dcterms.referencesAl-Korbi, H.; Al-Hamdani, M.A.; Ghareeb, A.; Al-Asmakh, M.; Abdallah, A.M. Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar university. Heliyon 2024, 10, e31076.eng
dcterms.referencesToutain, C. Barriers to Accommodations for Students with Disabilities in Higher Education: A Literature Review. J. Postsecond. Educ. Disabil. 2019, 32, 297eng
dcterms.referencesNakar, S. Reasonable adjustment: Is it a way forward to manage diversity and equity issues in vocational education and training? Policy Futur. Educ. 2024, 22, 760–773.eng
dcterms.referencesBurgos Ramírez, C.; Burgos, N.; Rojas, A. Overcoming barriers to truly inclusive education. Horiz. Rev. Investig. Cienc. Educ. 2024, 8, 1744–1758eng
dcterms.referencesMuir, T.; Douglas, T.; Trimble, A. Facilitation strategies for enhancing the learning and engagement of online students. J. Univ. Teach. Learn. Pract. 2020, 17, 8.eng
dcterms.referencesZallio, M.; Clarkson, P.J. Inclusion, diversity, equity and accessibility in the built environment: A study of architectural design practice. Build. Environ. 2021, 206, 108352.eng
dcterms.referencesShogren,K.A.;Wehmeyer,M.L.; Palmer,S.B.; Rifenbark, G.G.; Little, T.D. Relationships between self-determination and postschool outcomes for youth with disabilities. J. Spec. Educ. 2015, 48, 256–267.eng
dcterms.referencesStrnadová, I.; Danker, J.; Dowse, L.; Tso, M. Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes: Umbrella review of evidence-based practices. Int. J. Incl. Educ. 2023, 28, 3606–3622.eng
dcterms.referencesFriska, Y. Inclusive English Class in Higher Education: A Challenge. J. Educ. Res. 2023, 4, 2327–2334.eng
dcterms.referencesMartinez-Yarza, N.; Solabarrieta-Eizaguirre, J.; Santibáñez-Gruber, R. The Impact of Family Involvement on Students’ Social Emotional Development: The Mediational Role of School Engagement; Springer: Berlin/Heidelberg, Germany, 2024; Volume 39, ISBN 1021202400862.eng
oaire.versioninfo:eu-repo/semantics/publishedVersion

Archivos

Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
PDF.pdf
Tamaño:
301.62 KB
Formato:
Adobe Portable Document Format
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
381 B
Formato:
Item-specific license agreed upon to submission
Descripción:

Colecciones