Inclusive Education in Portuguese Higher Education: A Study on the Conceptual (In)Definition of Students in Institutional Documents

Abstract

Over time, inclusive education has evolved in the search for more appropriate designations for its target audience, aiming to promote inclusive language and combat prejudiced and discriminatory behavior. More current paradigms, such as the Universal Design for Learning and the Multilevel Approach, propose completely abandoning the use of designations for students (1). This qualitative study uses a documentary analysis to examine how the statutes of 26 Portuguese public higher education institutions (HEIs) designate students who need academic support and to understand the educational concepts associated with these designations (2). The results revealed that Portuguese HEIs still adopt various student designations, often based on a medical model of classification and diagnosis. Furthermore, these designations do not fully encompass academic diversity, nor do they consider the diverse needs that students may present throughout their academic journey, which consequently limits access for all to inclusive practices in higher education (3). Considering these findings, there is an urgent need to abandon student designations in Portuguese HEIs and promote inclusive practices that cater to everyone, ensuring that students remain in and succeed in higher education, regardless of medical validation (4).