Challenges and strategies for the Educational Inclusion of Students with Disabilities and Specific Learning Conditions in Higher Education

Authors

DOI:

https://doi.org/10.22483/2177-5796.2025v27id5746

Keywords:

educational inclusion, higher education, specific learning conditions.

Abstract

This study analyzes the challenges and strategies for educational inclusion in higher education of students with disabilities and specific learning conditions at a public university in the state of Paraná, Brazil. The research, with a quantitative-qualitative approach, was conducted in 2024 with 386 undergraduate students through a structured questionnaire. Among the participants, 186 reported having a disability or specific condition, such as autism spectrum disorder - ASD, attention deficit hyperactivity disorder - ADHD, dyslexia, anxiety, and depression. Data analysis revealed three critical areas: teacher training, use of assistive technologies, and inclusive pedagogical practices. The main challenges identified include insufficient continuing teacher education, lack of accessible resources, and the need for more flexible teaching methods and practices. It is concluded that the implementation of educational inclusion in higher education requires strengthening institutional accessibility policies, expanding pedagogical strategies aimed at diversity, and promoting an academic culture that recognizes different ways of learning and participating.

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Author Biographies

  • Elenice Parise Foltran, Universidade Estadual de Ponta Grossa - UEPG

    Possui licenciatura em Pedagogia, Mestre e Doutora em Educação pela Universidade Estadual de Ponta Grossa. Atualmente é professora permanente e Coordenadora do Programa de Pós Graduação - Mestrado Profissional em Educação Inclusiva em rede nacional - PROFEI, na UEPG.

  • Dierone César Foltran Junior, Universidade Estadual de Ponta Grossa - UEPG

    Bachelor in Data Processing from the State University of Ponta Grossa (UEPG); Specialist in Computer Science from UEPG. Master in Electrical Engineering and Industrial Informatics from the Federal University of Technology – Paraná (UTFPR-CTB), with emphasis on Telematics. Professor in the Department of Informatics (DEINFO) at UEPG. PhD student in the Graduate Program in Science and Technology Teaching (PPGECT) at the Federal University of Technology – Paraná (UTFPR-PG).

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Published

2025-12-16

Issue

Vol. 27 (2025): Publicação Contínua

Section

Dossiê - Tecnologias e acessibilidade na educação presencial, a distância e remota: para ressignificar uma escola inclusiva

License

Copyright (c) 2025 Elenice Parise Foltran, Dierone César Foltran Junior

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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How to Cite

PARISE FOLTRAN, Elenice; FOLTRAN JUNIOR, Dierone César. Challenges and strategies for the Educational Inclusion of Students with Disabilities and Specific Learning Conditions in Higher Education. Quaestio - Revista de Estudos em Educação, Sorocaba, SP, v. 27, p. e025048, 2025. DOI: 10.22483/2177-5796.2025v27id5746. Disponível em: https://periodicos.uniso.br/quaestio/article/view/5746. Acesso em: 15 jun. 2026.