Acessibilidade e inclusão de estudantes com deficiência no ensino superior: um estudo de revisão.

Abstract

Including students with disabilities in Brazilian higher education is a challenge that goes beyond laws and public policies. Despite legal advances and the growing mobilization of research on the subject, many of these students still face barriers that compromise not only their access, but also their retention and quality of university experiences. This study aimed to understand the national scientific production on accessibility and inclusion of students with disabilities in higher education from 2020 to 2025, through an integrative literature review on the CAPES Journals Portal. The analysis of the articles revealed a scarcity of research on the topic (n=6), highlighting that the most recurrent barriers involve inadequate infrastructure, lack of pedagogical accessibility, attitudinal and cultural barriers, historical exclusion processes marked by social inequalities, lack of standardization in quota policies, and a mismatch between legislation and practice. Conversely, the studies also highlighted relevant strategies to overcome them, including: strengthening legislation and monitoring its compliance, promoting an inclusive institutional culture, holding training and collaborative workshops, investing in physical and technological accessibility, continuing education for faculty and staff, and reviewing SISU quota criteria. Therefore, it is essential to prioritize actions based on listening to students with disabilities in order to promote continuous improvements in Brazilian higher education, which can contribute to the effectiveness of policies capable of transforming academic culture into a territory of equity and respect for diversity. Therefore, this integrative review offers a concise yet relevant overview of the barriers and strategies for including students with disabilities in Brazilian higher education. Future research is suggested to contribute to the advancement of knowledge and the construction of a more just, equitable, and truly inclusive higher education for all.