Dilemas de la inclusión y discapacidad en la educación superior

Abstract

The present article discusses three ways to formulate the dilemma of the inclusion of people with disabilities in higher education: the first refers to merit, the second to vocation and the third to adjustments. We start from the idea that dilemmas are constructions that the subjects make based on a certain problem and that, in the case of students with disabilities, they originate from the complexity involved in achieving a balance between differential and similar treatment. The fact that educational institutions have not very inclusive norms, practices and conditions contributes to this, which generates tensions between the different educational actors. Finally, although dilemmas by definition do not have a definitive solution, we consider that they open spaces to reflect on the work of educational institutions, teaching work, curricular content and our preconceptions about difference.