Challenges of inclusion in Higher Education: international reflections on transforming educational practices

• Autor(a) principal: Sebastián-Heredero, Eladio
• Data de Publicação: 2020
• Outros Autores: Lara, Patricia Tanganelli
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/48224
• topic: Inclusion in Higher Education; affirmative policies; access to Higher Education.; Inclusión en Educación Superior; políticas afirmativas; acceso a Educación Superior.; Inclusión en Educación Superior; políticas afirmativas; acceso a Educación Superior.

The objective of this article is to present the public policies put in place both in Spain and in Brazil, to support the access and stay of students with disabilities, including those with autism spectrum disorder, gifted and / or highly skilled, in institutions Public Higher Education. For this, we use the comparative method of two realities to see their similarities and differences, and to interpret how in each of the contexts processes of change take place from the most interpretive side of the social sciences. The results indicate that in both cases there is recognition and attention to students with teaching deficiencies in both countries implemented in line with the UNESCO recommendations. It is observed that in both cases there is a specific regulation on the access and permanence of students at the University that in Spain is exclusive for people with disabilities, while in Brazil it is shared with other diversities and, finally, it is verified that the regulation of services is more detailed with legislation in Brazil, while in Spain it remains in the hands of the autonomy of the Universities based on a broad regulatory framework.