Governance and Inclusion of College Students with Disabilities in Latin America: A Systematic Review
DOI:
https://doi.org/10.5281/zenodo.21076330Keywords:
Disability, higher education, inclusionAbstract
College students continue to face inequalities in access to higher education and gaps that jeopardize their academic retention. The objective of this study was to analyze the scientific evidence published over the past 10 years regarding the challenges of university governance in promoting the inclusion of students with disabilities in Latin America. To this end, a qualitative methodology was applied, and the PRISMA guidelines were used to select studies for the systematic literature review. The literature search was conducted in the Scopus and SciELO databases using two search strings constructed from terms related to university governance, students with disabilities, and higher education. Based on the application of inclusion and exclusion criteria, 24 articles were selected, of which 10 were retrieved from SciELO and 14 from Scopus. The results showed that most of the selected studies were published recently and that a large proportion of them were conducted at or originated from universities in Brazil and Colombia. Furthermore, the research was found to focus on the study of institutional policies and on the access and retention of students with disabilities. In conclusion, it is worth noting that greater institutional coordination and effective inclusive policies are needed to reduce disparities and strengthen higher education in Latin America.
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