Physical, curricular and attitudinal barriers for students with disabilities in higher education

Abstract

Inclusive education was recognized as an essential component to ensure equal opportunities for students with disabilities; however, physical, curricular, and attitudinal barriers continued to limit their full participation in higher education. The general objective of this study was to empirically analyze how these barriers affected the academic experience of students with disabilities in universities. A mixed-methods approach was employed, combining surveys with 120 students and semi-structured interviews with 12 faculty members. Results revealed that physical barriers, such as inadequate ramps, elevators, and accessible spaces, restricted students' mobility and autonomy. Curricular barriers were evidenced by inconsistent implementation of pedagogical and evaluative adaptations, while attitudinal barriers included negative perceptions and low performance expectations from some faculty and peers. Accessible technological resources were partially available and non-standardized, generating inequalities in learning. Existing institutional policies were perceived as limited, with scarce implementation and monitoring. The study highlighted that effective inclusion required an integrated approach combining accessible infrastructure, adapted curriculum, faculty training, technological resources, and inclusive culture, coordinated among faculty, students, and administrators, to ensure equity, retention, and academic success.