ABSTRACT

Spanish legislation obliges the public administration to ensure equal opportunities and support for access to higher education for people with disabilities. This work has one central goal: to analyse and understand the causes for the potential inequality for people with disabilities in accessing higher education in Spain and the barriers they encounter during their academic life. This paper focuses on the differences in inclusive education between people with disabilities and people without disabilities by sex, age, and type of university. A mixed research design is used: qualitative research of two focus groups and fourteen interviews to sixteen students with disabilities; and statistical analysis of the Social Integration and Health Survey 2012, using two-way and multi-way cross-tables. There are significant differences between presence of disability and learning variables. Controlling by sex and age, almost every age-group is significant. Using sex as independent variable, and controlling by disability, there is no relationship with the variables relating to barriers to accessing education; therefore, the larger differences by sex are in the group of people without disabilities.

摘要

西班牙立法要求公共行政部门确保残疾人获得平等机会并支持他们接受高等教育。这项工作有一个中心目标：分析和了解西班牙残疾人在接受高等教育方面潜在不平等的原因以及他们在学术生活中遇到的障碍。本文重点研究了残疾人和非残疾人在全纳教育方面按性别、年龄和大学类型的差异。采用混合研究设计：两个焦点小组的定性研究以及对 16 名残疾学生的 14 次访谈；使用双向和多向交叉表对 2012 年社会融合和健康调查进行统计分析。残疾的存在和学习变量之间存在显着差异。按性别和年龄控制，几乎每个年龄组都很重要。以性别为自变量，以残疾为控制，与受教育障碍相关变量没有关系；因此，非残疾人群体中的性别差异较大。