ABSTRACT

This study provides a systematic review of the literature on what factors university students with disabilities recognise as necessary for their academic success. This systematic review was conducted in ERIC, Scopus and Web of Science. The opinions of 3854 students in a total of 31 qualitative and quantitative studies were analysed through a system of categories and codes. The results were organised according to the description of the studies (type of methodology, country and type of disability) and personal and external factors favouring success. Among the personal factors of students with disabilities who progress and remain at university, self-advocacy, self-awareness, self-determination, self-esteem and executive functioning stood out. Regarding external factors, the following were identified: family, disability offices, staff and faculty members, and peers that influence their academic success. This paper includes significant findings that universities can use to develop actions that promote the development of some of the factors identified in this study, thus favouring the learning and academic success of students with disabilities.

摘要

本研究对有关残疾大学生认为其学业成功所必需的因素的文献进行了系统回顾。该系统评价在 ERIC、Scopus 和 Web of Science 中进行。通过类别和代码系统分析了 31 项定性和定量研究中 3854 名学生的意见。结果是根据研究的描述（方法类型、国家和残疾类型）以及有利于成功的个人和外部因素组织的。在进步和留在大学的残疾学生的个人因素中，自我倡导、自我意识、自决、自尊和执行功能脱颖而出。关于外部因素，确定了以下因素：家庭、残疾办公室、教职员工和影响他们学业成功的同龄人。本文包括重要的发现，大学可以利用这些发现制定行动，促进本研究中确定的一些因素的发展，从而有利于残疾学生的学习和学业成功。