INCLUSION OF PEOPLE WITH DISABILITIES IN HIGHER EDUCATION: NOTES FROM THE NATIONAL LITERATURE

Abstract

This article sought to discuss the inclusion of Persons with Disabilities (PwDs) in Brazilian Higher Education based on a narrative review of national literature. The general objective was to understand the advances, challenges, and institutional strategies related to this group’s access to and permanence in academia. The research is justified by the need to expand knowledge about university inclusion, considering that increased admission has not necessarily ensured the permanence, participation, academic development, and sense of belonging of PwDs. Nine articles published between 2020 and 2025 were selected and organized into two categories. The first, composed of five studies, addresses inclusion policies, accessibility, and permanence. The second, composed of four studies, deals with students’ experiences, subjective dimensions, and challenges. Data analysis was guided by Bardin’s Content Analysis. The results indicate that, despite a consistent legal framework, the effective implementation of inclusion still faces architectural, pedagogical, technological, and attitudinal barriers, including ableism and insufficient teacher training. Studies on autistic students and students with visual impairments point to gaps in pedagogical adaptation, accessible communication, and institutional support. It is concluded that inclusion requires continuous policies, institutional support, assistive technologies, teacher training, and cultural transformation.