Integration of students in higher education

the case of the University of Évora (Portugal)

Abstract

The presence of individuals with specific educational needs (SEN) in higher education is a new challenge that institutions face. The process of building an inclusive space in education is based on the experience and recognition of differences. An interpretative study, based on a constructivist approach, was conducted on the support process for learning at the University of Évora (Portugal), based on document analysis and interviews. The results indicate that the University of Évora's interest and concern for the inclusion of its students has been growing since the early 1990s. The institution has a Student Support for Learning Regime (SSLR), which prescribes an Individual Support Plan for students in any study cycle who, due to physical, sensory, cognitive, socio-emotional, organizational, or logistical circumstances, have difficulties in learning expressed in their interaction with the environment and which limit their activity and participation on an equal footing with others. The evaluation of the impact of the measures implemented under the plans, as well as the perceptions and degree of satisfaction of the students covered by the SSLR and the teachers of the affected curricular units, are not known. Continuous monitoring of the scope of the defined measures and technical support for teachers is necessary. It is an opportunity to have technicians with training in special education, who contribute to the construction of a more complete and fulfilling inclusion process of its principles, leading everyone to the limit of their potential.