ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1631418
This article is part of the Research TopicCultural and Contextual Challenges in the Inclusion of Children with Developmental DisordersView all 3 articles
Factors Fostering the Inclusion of Students with Disabilities During their Academic Career at the University Center of Health Sciences of the University of Guadalajara
Provisionally accepted
- University of Guadalajara, guadalajara, Mexico
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
The results of a qualitative study whose objective was to understand, from the experience of 13 students with disabilities of the University Center of Health Sciences, the factors that favor their inclusion and the barriers they have faced during their academic trajectory are presented. The favoring factors and barriers identified for inclusion were analyzed from the ecological theory of human development and the model of inclusive schools. It was observed that they are present in the different subsystems in which students with disabilities develop: personal, family, institutional and contextual, as well as in three moments of their trajectory: access, permanence and graduation. The findings were also grouped into the three dimensions of the inclusion index (inclusive culture, policies and practices) and show that the main factors that favor the inclusion of students with disabilities are: the student's own knowledge of his or her condition and needs, family support, peer support, help and guidance from different institutional agencies, and financial support. In terms of barriers, it highlights the need to improve institutional and external infrastructure and knowledge about inclusion and people with disabilities.
Keywords: inclusion1, academic path2, higher education3, students with disabilities4, inclusive education5 Con formato: Resaltar Con formato: Resaltar Con formato: Resaltar Con formato: Resaltar Con formato: Inglés (Estados Unidos), Resaltar Con formato: Resaltar Con formato: Inglés (Estados Unidos), Resaltar Con formato: Resaltar Con formato: Fuente: Cursiva, Resaltar Con formato: Fuente: Cursiva
Received: 19 May 2025; Accepted: 25 Jul 2025.
Copyright: © 2025 Elicerio Conchas, Hernandez Carrillo and Perez Zuñiga. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: David Elicerio Conchas, University of Guadalajara, guadalajara, Mexico
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.