Perception Gaps and Inclusive Practices in Higher Education: An Empirical Study at Veracruzana University, Mexico
DOI:
https://doi.org/10.58210/ri3698Keywords:
inclusive education, higher education, Disability studies, MexicoAbstract
Educational inclusion in higher education constitutes an essential challenge to ensure equity and social justice. The objective of this study was to analyze the perceptions of students and faculty regarding inclusion at Veracruzana University, with an emphasis on identifying barriers and facilitators. A quantitative approach was carried out, with a cross-sectional and descriptive design. Data were collected and processed using descriptive and inferential statistics, including correlational analysis and variance tests. Some results reveal: a gap between teachers' perception and students' experience; barriers linked to infrastructure, limited resources, lack of Mexican Sign Language (MSL) interpreters, and insufficient faculty training in inclusive strategies. Although there is institutional willingness and faculty commitment to improve their competencies in inclusion. The finding of the perception-experience discrepancy constitutes a substantive contribution for rethinking inclusive practices in Mexican and Latin American universities.
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