Author Information
Joana Maria de Moraes Costa, Universidade Comunitária da Região de Chapecó, BrazilTania Mara Zancanaro Pieczkowski, Universidade Comunitária da Região de Chapecó, Brazil
Abstract
With the expansion of public policies for inclusion and the democratization of access to higher education, especially since the 1990s, there has been a growing enrollment of students with disabilities in universities, contributing to the development of new academic and professional profiles. This article derives from a Master’s research in Education that investigated how the access of students with disabilities reverberates in institutional inclusion policies and university management practices. The study focused on understanding the challenges faced by managers in implementing these policies, based on narrative interviews conducted with administrators from four universities (a federal public, a state public, a community, and a private institution). The empirical material was organized into thematic clusters and analyzed through Discourse Analysis inspired by Michel Foucault. The findings reveal that although regulations establish general guidelines, management actions are strongly shaped by institutional contexts as well as by the personal and collective experiences of the managers. Their decisions reflect both possibilities of coping and the constraints imposed by cultural and institutional resistances, which give inclusion policies distinct contours in each university. It is concluded that university management for inclusion constitutes a process marked by multiple challenges, requiring the organization of priorities, modes of action, and distribution of responsibilities, thus reaffirming the importance of effective and contextually sensitive policies to ensure the rights of students with disabilities.
Paper Information
Conference: BCE2025Stream: Education & Difference: Gifted Education
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Costa J., & Pieczkowski T. (2025) University Management and the Inclusion of Students With Disabilities in Higher Education ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 381-391) https://doi.org/10.22492/issn.2435-9467.2025.31
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.31
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