Disability inclusion in higher education: knowledge and perceptions of the academic community

Abstract

Objective

To study the awareness and knowledge of members of the academic community and their perceptions related to accessibility in higher education institutions (HEI).

Methods

This is a descriptive, exploratory study. A total of 500 participants from the academic community, including students, professors, and technical-administrative personnel, were invited to respond to a semi-structured questionnaire regarding concepts and information related to people with disabilities and/or reduced mobility, assistive technology, and the broad concepts of accessibility.

Results

The participants ranged from 18 to 71 years of age, and there were higher prevalences of females (79.4%), singles (72.2%), and graduate students (73.6%). Based on the questionnaire responses, most participants felt capable of explaining issues regarding accessibility and persons with disabilities/reduced mobility; however, the principles of assistive technology remained relatively unknown.

Conclusion

Participants were reasonably informed about persons with disabilities, those with reduced mobility, and accessibility concerns; however, the majority could not explain the key elements of assistive technology. This suggests that additional training and disability awareness programmes are necessary.

Implications for Rehabilitation

• The access to the higher education, through the assistive technology resources enables the inclusion and participation of people with disabilities in academic activities.

• Teacher training is primordial to providing quality and equitable education.

• The lack of knowledge on this matter can be a barrier to access for rehabilitation, advances in assistive technology, inclusive education and the public policies from people with disabilities.

Keywords:

• Architectural accessibility
• assistive technology
• disabled persons
• education
• higher
• Brazil

Acknowledgements

The authors thank the higher education institution and the entire academic community who generously shared their opinions to develop this study.

Disclosure statement

The authors report no conflicts of interest.