Policy of access, accessibility and educational inclusion for persons with disabilities: integrative review

Abstract

Objective: to learn what concerns are addressed by scientific production on the theme of inclusion for people with disabilities in educational institutions. Method: this integrative literature review searched the Medical Literature Analysis and Retrieval System on Line, Web of Science, SCOPUS and Directory of Open Access Journals database entries from 2015 to 2019. Results: the twenty-one articles examined addressed themes relating to access policies, quotas and curricula, and barriers and facilitators of inclusion in education. Final considerations: the concerns addressed by the scientific production showed that obstacles are transversal to the students’ experience in their academic life. Gaps in curricula, body stereotyping, beliefs, lack of capacity-building for teaching staffs surrounded us with evidence that, more than breaking paradigms regarding people with disabilities, there must be advances in political practices, so that barriers such as prejudice, discrimination, and segregation cease to define human relationships.