Integration of students in higher education: the case of the University of Évora (Portugal)

Abstract

The presence of students with specific educational needs in higher education represents a new challenge for institutions. This study aims to analyze how the inclusion of students is promoted at the University of Évora (Portugal), particularly those who experience learning difficulties. An interpretative, constructivist-based study was conducted on the learning support process, grounded in document analysis and interviews. The findings indicate a growing interest and concern from the institution regarding the inclusion of its students, in a broad sense, starting in the early 1990s. The university has implemented a Regime for Students Receiving Learning Support (RSRLS), which provides for an individual support plan for students who, in any cycle of studies, due to physical, sensory, cognitive, socio-emotional, organizational, or logistical factors, present learning difficulties in their interaction with the environment, limiting their activity and participation on an equal basis with others. There is currently no known evaluation of the impact of the measures implemented under these plans, nor of the perceptions and satisfaction levels of the students covered by the RSRLS and the lecturers of the affected curricular units. Continuous monitoring of the effectiveness of the defined measures, as well as technical support for lecturers, is required. The allocation of staff trained in special education represents an opportunity to develop a more comprehensive and principle-driven inclusion process, one that supports each individual in reaching the full extent of their potential.