CHALLENGES FACED BY WOMEN WITH DISABILITIES IN HIGHER EDUCATION: AN INTEGRATIVE LITERATURE REVIEW

Abstract

This article sought to analyze and discuss the challenges faced by women with disabilities in higher education, given that this population still encounters a series of challenges stemming from identity markers, as well as issues such as lack of accessibility, adaptation of instructional materials, the need for ongoing teacher training in the area of inclusion, prejudice, and even the invisibility of these students as recurring obstacles. Thus, the gender dimension adds new layers of complexity, as these women often grapple with social expectations and inequalities that impact their academic trajectories. To this end, an Integrative Literature Review (ILR) was conducted, based on previously published studies on the topic. The results show that these barriers remain present in higher education and compromise these students’ retention and participation. It is concluded that it is necessary to strengthen institutional policies and practices that promote accessibility, inclusion, and equity, ensuring better conditions for the retention of women with disabilities in higher education.