Tabla 2.docx

Introduction: The Chilean educational system faces numerous challenges at all levels, including the presence of barriers to learning and classroom participation. Although Chilean legislation promotes educational inclusion, it is still necessary to reduce gaps in access, retention, and opportunities in higher education. This research aimed to describe the perception of students with disabilities regarding educational inclusion processes in higher education in the Ñuble region. Methodology: This study employed a quantitative approach with a descriptive and exploratory design, conducted within the context of higher education institutions in the region. Data collection was conducted using the CUNIDIS-d instrument, which contains predefined responses and open-ended questions. Data analysis was performed using the statistical software JAMOVI. Results: Most participating students perceive that physical accessibility adaptations are inclusive. However, methodological adaptations related to teaching actions and curricular adjustments are mostly considered as barriers for students with disabilities. Conclusions: Higher education institutions in the Ñuble region must implement improvements in accessibility in academic areas, especially in teaching methodologies and classroom practices. Adaptations must be accessible, considering the needs of students with disabilities and their perception of the support provided by universities and technical training centers where they pursue their studies.