University access policies for persons with disabilities: Lessons from two Chilean universities

Abstract

Access to universities is still unequal for certain social groups as well as for those with disabilities. This study aims to find out the characteristics of the admission policies at two universities that have achieved a level of access for a significant proportion of this group, and which are pioneers in allowing said access. A literature review is presented to frame the study. A qualitative case study methodology is used that includes a documentary analysis of institutional policies and interviews with professors and students with disabilities. The results indicate that there are facilitators and barriers in the access of this group. Furthermore, admission policies are idiosyncratic to each institution. In view of this, the participants suggested proposals for promoting access to university for persons with disabilities