Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review

Abstract

ABSTRACT This systematic literature review explores professors’ role in implementing inclusive education for students with disabilities in higher education. Findings from 22 articles reveal diverse barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While professors express positive intentions, practical implementation often falters, hence indicating a need for comprehensive training programmes. The review highlights the transformative potential of such training programmes, fostering a shift from the medical model to a more inclusive framework. This paper underscores the need for universities to invest in faculty development and take a collective approach involving all the stakeholders in order to dismantle barriers. The call to action also includes sustained conversation and research undertakings in the Latin American context, to enhance inclusive practices and support students with disabilities in higher education.