ACCESSIBILITY AND INCLUSION IN HIGHER EDUCATION: PERSPECTIVES, PRACTICES AND CHALLENGES

Abstract

This chapter analyzes the perspectives, practices and challenges of accessibility and inclusion in Higher Education, based on documentary research carried out based on the institutional documents of FAESA Centro Universitário for the year 2025. The objective of the study is to understand how the institution organizes its inclusive practices in line with its values. The methodology adopted is characterized as qualitative research of a documentary nature, using as corpus biannual reports from the Student Psychopedagogical Support Center (NAPE), institutional regulations, the Accessibility and Inclusion Policy and the Full Student Welcome Program. The results show the consolidation of a structured institutional policy, based on full acceptance, the systematic action of NAPE and the organization of clear flows for identifying demands, developing support plans and longitudinal monitoring of students. The analyzes indicate coherence between the practices developed and national legal guidelines, highlighting the adoption of reasonable adaptations, respect for curricular guidelines and the balance between pedagogical flexibility and academic rigor. However, the challenge of the increasing complexity of case studies is identified, especially when serving students with multiple associated demands, which requires multidimensional interventions and continued training of professionals. It is concluded that the experience analyzed contributes to the understanding of inclusive education as a permanent institutional project, reaffirming inclusion as an ethical, pedagogical and organizational commitment in Higher Education.