Inclusion in higher education and occupational therapy: accessibility and its dimensions

Abstract

This theoretical essay stems from the reflections of two occupational therapists who are also professors, in collaboration with undergraduate and graduate students, research groups, and a graduate course organization on contemporary studies of disability. These reflections were enriched by participation in debates promoted by the Federal Government on disability, human rights, and public policies. The objective is to contribute to the field of inclusive education in higher education and to the practice of occupational therapy. Drawing on texts by contemporary authors who discuss disability, intersectionality, and inclusion in higher education, as well as official documents that guide the formulation of public policies, disability is understood as both a personal and collective experience of individuals with bodily diversity. These individuals, because of some form of impairment in body structures and functions, in dynamic interaction with contextual factors (personal and environmental), face restrictions to full participation in social spaces, arising from accessibility barriers. Thus, by taking accessibility and inclusion as categories for reflection, in dialogue with some authors studied in the research group, the intention is to bring elements to the practice of occupational therapy in the field of inclusive education in higher education.