INCLUSIVE EDUCATION IN HIGHER EDUCATION: STRATEGIES AND PRACTICES FOR ELIMINATING BARRIERS

Abstract

This study aimed to conduct an integrative literature review on Inclusive Education in Higher Education, focusing on the identification and analysis of inclusive pedagogical practices designed to support students who belong to the population of Special Education (TPSE). The study sought to map institutional policies, pedagogical strategies, and accessibility initiatives implemented by Higher Education Institutions (HEIs), examining their impact on the access, academic permanence, and participation of students with disabilities. This qualitative, exploratory, and descriptive study was developed through an Integrative Literature Review using studies published between 2021 and April 2026 retrieved from the SciELO, CAPES Portal, and Google Scholar databases. The findings indicate progress in areas such as academic mentoring, assistive technologies, curriculum adaptation, and institutional support. However, architectural, methodological, and attitudinal barriers continue to hinder full inclusion in higher education. It is concluded that strengthening inclusive policies depends on the articulation of accessibility measures, teacher education, and continuous institutional support.