Academic Success and Disability at the University: Determining Factors from the Perspective of People with Disabilities

Garrido G.B.G. · Siglo Cero (2025) · DOI: 10.14201/scero.32334

Resumen

Despite advances in inclusion policies for people with disabilities in higher education, gaps persist in terms of graduation rates and labor market integration. This study aimed to identify the endogenous and exogenous factors that, from the perspective of people with disabilities, contribute to academic success. To achieve this, seven professionals with different types of disabilities, who obtained university degrees and are currently practicing their professions, were interviewed. The study follows a qualitative design with a descriptive-interpretative approach, using thematic analysis. The instrument used was a semi-structured interview. The results indicate that self-perception as a capable agent and persistence in the face of adversity are key endogenous factors contributing to the academic success of students with disabilities. On the other hand, family and teachers emerged as the most relevant exogenous factors. As a conclusion, the study highlights the responsibility of educational services in fostering self-determination among students with disabilities (SWD). Additionally, it emphasizes the need to educate families and teachers at all levels so that they adopt a supportive attitude toward SWD, respecting, valuing, and encouraging them to achieve academic success and contribute professionally to society. Copyright 2025 Griselda Benita González Garrido. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. https://creativecommons.org/licenses/by-nc-sa/4.0/

Instituciones: Universidad Marcelino Champagnat