Challenges for inclusion in the university: student perceptions in Sinaloa
Abstract
Inclusive education is essential for ensuring equitable access to teaching and active participation for all students. This study examines the perceptions of undergraduate students in Education and Pedagogy regarding Barriers to Learning and Participation (BLP) in higher education. Using a quantitative approach and descriptive analysis, the Index for Inclusion was administered to a sample of 251 students. Results reveal challenges in physical accessibility, institutional cohesion, and curricular adaptations, alongside opportunities to improve school climate management and collaboration with families. These findings underscore critical areas for implementing inclusive practices and highlight the need for a contextualized approach considering the specific characteristics of the university environment in Sinaloa. The study offers a comprehensive diagnosis that not only identifies existing barriers but also provides practical recommendations for fostering a more inclusive educational culture.
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