Educational inclusion in higher education. Reflections from case monitoring.

Abstract

This research addresses a crucial issue in the field of higher education, especially in the context of students facing barriers to learning and participation (BAP). Behavioral observation guides aligned with the objectives of the study were used to reach the reflections presented. The methodology used was a variant of the case study method with descriptive techniques. Factors that affect inclusion such as teaching practices, classroom environment and institutional policies were documented, providing a detailed view of the educational context. An analysis was carried out on three university students with severe learning, behavior or communication difficulties, guaranteeing anonymity and voluntary participation through formal documentation. The integration of students facing BAP must be planned and substantiated, avoiding discursive inclusion that can result in exclusion. Specific education and teacher training are crucial to adequately address individual needs. The findings coincide with previous studies on the difficulties in academic pursuit and the need for specialized tools to improve educational inclusion.