Mobility of Students with Disabilities Among Higher Education Institutions (HEIs) in Southern Chile: Barriers and Facilitators

Abstract

Student mobility in Higher Education Institutions (HIEs) significantly contributes to students’ personal and academic development. However, participation of people with disabilities remains limited due to various barriers. This study explores the perceptions of students with disabilities regarding mobility within universities in southern Chile. A descriptive qualitative approach was used, and semi-structured interviews and a focus group with 15 undergraduate students with diverse types of disabilities were conducted. Data analysis was conducted using reflexive thematic analysis. The results revealed that students with disabilities prefer one-semester mobility experiences, typically near the end of their studies. Identified barriers include a lack of physical and digital accessibility, insufficient implementation of reasonable adjustments in the teaching-learning process, and poor coordination in mobility management between institutions. Additionally, specific requirements emerged depending on the type of disability, such as the need for sign language interpreters for deaf individuals and additional medical insurance, subsidies for personal assistants, or accessible transportation for those with reduced mobility. This study highlights the importance of adopting inclusive and proactive policies to facilitate student mobility for individuals with disabilities and promote an accessibility ecosystem that involves all institutional stakeholders.