Attitudes towards inclusion in higher education in a Portuguese university

ABSTRACT

In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.

KEYWORDS:

• Higher education
• students with disabilities
• attitudes about inclusive education
• obstacles
• pedagogical support

Acknowledgments

The authors would like to thank all individuals who participated in this investigation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Maria Helena Martins has a licentiate's degree in Educational Psychology, a master's degree in Special Education, and a PhD in Educational Psychology. She is currently Assistant Professor at the Faculty of Human and Social Sciences of the University of Algarve and Coordinator of the Support Office for Students with Special Educational Needs at the University of Algarve.

Maria Leonor Borges has a bachelor's degree in Sociology, a master's degree in Social Analysis of Education, and a PhD in Education. She is currently Adjunct Professor at the School of Education and Communication at the University of Algarve and member of the Support Office for Students with Special Educational Needs at the University of Algarve.

Teresa Gonçalves has a licentiate's degree in Sociology and a master's degree in Social Sciences. She is currently pursuing her PhD in Education with a specialization in Adult Education.

ORCID

Maria Helena Martins http://orcid.org/0000-0001-5964-4482

Maria Leonor Borges http://orcid.org/0000-0002-2763-2433

Teresa Gonçalves http://orcid.org/0000-0001-6766-9647

Notes

1. Portugal ratified the Convention in July 2009.

2. GTAEDES –Workgroup for the Support of Students with Disabilities in Higher Education – Grupo de Trabalho para o Apoio a Estudantes com Deficiência no Ensino Superior – Inclusão e acessibilidade no ensino superior http://www.gtaedes.pt/

3. ‘Non-traditional students in higher education: research to steer institutional change’ – Ref. PTDC/IVC-PEC/4886/2012.

4. Students with special needs; African students; students participating in short learning programmes of technological specialization and students older than 23 years.

5. Lecturing staff were coded LS1, LS2, LS3, LS4, LS5, and LS6.

6. Course Directors were coded CD1, CD2, CD3, CD4, and CD5.

7. Department Directors were coded DD1 and DD2.

8. Faculty Directors were coded FD1and FD2.

9. Social workers were coded SW1 and SW2.

10. The librarian was coded L1.

Additional information

Funding

This research was funded by the Foundation for Science and Technology, project PTDC/IVC-PEC/4886/2012.