Understanding professors' and students with disabilities' perceptions of inclusive higher education: a systematic literature review

This systematic literature review explores professors' role in implementing inclusive education for students with disabilities in higher education. Findings from 22 articles reveal diverse barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While professors express positive intentions, practical implementation often falters, hence indicating a need for comprehensive training programmes. The review highlights the transformative potential of such training programmes, fostering a shift from the medical model to a more inclusive framework. This paper underscores the need for universities to invest in faculty development and take a collective approach involving all the stakeholders in order to dismantle barriers. The call to action also includes sustained conversation and research undertakings in the Latin American context, to enhance inclusive practices and support students with disabilities in higher education.

Automated summary

This systematic literature review examines the role of professors in implementing inclusive education for students with disabilities in higher education. The findings indicate various barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While professors have positive intentions, practical implementation often falls short, highlighting the need for comprehensive training programs. The review emphasizes the transformative potential of such programs, promoting a shift towards a more inclusive framework. The paper underscores the importance of universities investing in faculty development and adopting a collective approach to dismantle barriers. The call to action also emphasizes the need for sustained dialogue and research in the Latin American context to enhance inclusive practices and support students with disabilities in higher education.