Accessibility and inclusion of women with disabilities in higher education: a case study

Abstract

The inclusion of women with disabilities in higher education presents a challenge due to persistent physical, academic, technological, and attitudinal barriers that can limit the right to education on equal terms. These barriers can affect their access, participation, retention, and academic progress. The Universidad Veracruzana has implemented initiatives aimed at promoting inclusion and equal opportunities. The objective was to analyze the experiences of women with disabilities regarding accessibility and inclusion during their academic journey at the Universidad Veracruzana, identifying the main barriers and facilitators associated with their participation and retention, as well as the relationship between gender and disability. The study employed a qualitative approach, utilizing individual semi-structured interviews conducted via Zoom with seven students with various disabilities, based on a seven-question guide. The results revealed instances of discrimination and exclusion, as well as experiences of double discrimination linked to gender and disability. It was concluded that university access does not guarantee full inclusion, given the persistence of barriers that can limit university participation and retention.