Challenges and perspectives of the educational inclusion process in universities in Mexico and Cuba

Abstract

Objective: To show the progress and challenges of the educational inclusion process in Latin American universities: the University of Matanzas, the Center for Research and Innovation for Educational Development, the Autonomous University of La Laguna, and the Juárez University in Durango, Mexico, to contribute to the recognition and visibility of disability in all university processes. Methods: The qualitative-comparative method responded to the need to interpret the reality of the inclusion process based on the development of inclusive cultures, policies, and practices, considering elements that may constitute opportunities and/or barriers. The historical-logical method facilitated an understanding of the educational inclusion process, taking into account the review of several authors. The survey administered to professors and the interview with students with disabilities confirmed the importance of delving deeper into the topic. The results show that, in both Mexico and Cuba, efforts are being made to implement strategies aimed at improving educational inclusion, focusing on technological accessibility, community awareness, and the training of students with disabilities. Conclusions: The study highlighted the importance of strengthening inter-institutional collaboration, with a view to achieving inclusive, equitable, and transformative higher education for the entire university community.