Pathways and questions around inclusion in the university: experiences and challenges for accessibility in context

Abstract

In the last 20 years, national universities have introduced changes that favour the access of persons with disabilities to higher education, in a gradual process that goes from being considered objects of assistance to participating as subjects of rights and experience. These transformations involve different policies such as the production of a regulatory framework and the consolidation of specific spaces either in programs and networks that adopt more atomized and segregated work modalities or others that are more transversal and collaborative.
The experience of the Disability and Accessibility Program of the School of Philosophy And Humanities of the University of Buenos Aires (FFL) is reviewed, taking as a starting point the forms of visibility, mainstreaming and curricularization, in a search in which interactoral, intersectorial, interdisciplinary and collaborative work is fundamental, which is shown in the construction of a perspective on academic accessibility as an ethical, political, collective construction and in context issue.