Insertion from the PEI of the educational inclusion policy for students with disabilities in university entrance

Abstract

The general objective of the article was to determine whether there is insertion from the Institutional Educational Project-PEI of the policy of educational inclusion for students with disabilities in university entrance. The methodology is quantitative, and the methods involved the manipulation of values with univariate, bivariate and multivariate analysis of the application of the Public Policy within some Higher Education Institutions - HEI. The probability sample consisted of 591 actors located in 58 HEI sites in the implementation and willingness of the institutions to comply with the policy through semi-structured interviews and data collection through a Lesson Study Method approach. The main conclusion is that the advances in Inclusion policies and their application from the IEP are important at the international level, especially in developed countries, even so, this is not the case on average in Latin America and in the institutions reviewed in Colombia. Similarly, the actors in the institutions surveyed strive for the implementation and execution of inclusive policies, but there were shortcomings in their training and monitoring and in the training of staff who have direct contact with students with disabilities.