Fundamental right to education: accessibility in higher education as an instrument of inclusion and equality

Abstract

The research starts from the following problem: How to guarantee the full exercise of the fundamental right to education, especially in the context of higher education, for individuals with disabilities, promoting effective accessibility as an instrument of inclusion and equality? Thus, a bibliographic review was carried out, where relevant sources of information were chosen, including academic databases, institutional repositories, government websites, virtual libraries, focusing on academic works, technical reports, legislation, jurisprudence and public policies, as a means of analysis of the theme. The work was structured into three chapters, where the first addressed the fundamental right to education, highlighting its importance for personal and social development, and the State's duty to promote it. In the second chapter, accessibility is discussed as a tool to eliminate the barriers that limit the dignified life of people with disabilities. While the third chapter presents an overview of access for people with disabilities to higher education, detailing standards, regulations and public policies that facilitate this access, in addition to identifying the challenges that still exist. In this way, accessibility to Higher Education for people with disabilities presents itself in a multifaceted way, requiring architectural, pedagogical and attitudinal adaptations from institutions. Despite advances in the educational system and the State promoting public policies that encourage and facilitate access to Higher Education for people with disabilities, there is still much to be done, both in the physical structure and in the continued training of teachers and the entire academic community, so that we can promote the unrestricted and equal inclusion of people with disabilities.