INCLUSION AND ACCESSIBILITY IN HIGHER EDUCATION: PATHS AND POLICIES

Abstract

This article aimed to critically analyze the gap between legislation on inclusion in higher education and institutional accessibility practices, focusing on the concrete experiences of students with disabilities. The topic addressed the limits of implementing inclusive policies at Brazilian universities, especially with regard to academic retention and the inclusion of those directly affected in institutional decision-making processes. To this end, a bibliographical search was conducted, based on the analysis of scientific articles published between 2020 and 2025, selected according to criteria of thematic relevance, geographic scope, and methodological consistency. The investigation revealed that, although there is a normative legal framework favorable to inclusion, the lack of operational mechanisms, the precariousness of accessibility centers, the lack of specialized human resources, and the limited participation of students with disabilities in institutional planning have resulted in the persistence of exclusionary practices in the university environment. It was also found that the experiences of these students constitute legitimate sources for improving public policies, and their consideration is essential in the formulation of more responsive institutional strategies. Finally, it was concluded that tackling structural, pedagogical and attitudinal barriers requires not only formal compliance with laws, but also the transformation of institutional devices based on criticism produced by the subjects of inclusion themselves.