Academic success factors in university students with disabilities: a systematic review

ABSTRACT

This study provides a systematic review of the literature on what factors university students with disabilities recognise as necessary for their academic success. This systematic review was conducted in ERIC, Scopus and Web of Science. The opinions of 3854 students in a total of 31 qualitative and quantitative studies were analysed through a system of categories and codes. The results were organised according to the description of the studies (type of methodology, country and type of disability) and personal and external factors favouring success. Among the personal factors of students with disabilities who progress and remain at university, self-advocacy, self-awareness, self-determination, self-esteem and executive functioning stood out. Regarding external factors, the following were identified: family, disability offices, staff and faculty members, and peers that influence their academic success. This paper includes significant findings that universities can use to develop actions that promote the development of some of the factors identified in this study, thus favouring the learning and academic success of students with disabilities.

KEYWORDS:

• Academic success factors
• students with disabilities
• university
• systematic review

Acknowledgments

This work was supported by the Ministry of Science and Innovation of Spain, State Research Agency and FEDER funds European Union [grant numbers EDU2020-112761RB-100/ Feder Funds.

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).