This communication aims to highlight the role that research plays in promoting inclusive practices in HE institutions, based on principles set by Convenção dos Direitos da Pessoa com Deficiência (ONU) which are: i) respect for dignity, ii) individual autonomy including the right to make their own choices; iii) right to non-discrimination; right to participate, to full and effective inclusion in society and, the right to equal opportunities (Article 3). Research has shown that several institutions have been adjusting to conceptual changes proposed by Inclusion. Despite these encouraging signs, there still many areas that require more investment. Teaching and learning, monitoring and evaluation as well as the development of more inclusive attitudes of the academic community, to ensure equality, still require special attention.

Through these principles it should be developed efforts to provide students with special needs education (SSN) opportunities that allow them to continue their academic career in higher education, promoting inclusion, personal development and participation in social and economic life.

The contribution is a result from the study (still in progress), which aims to understand, which are the trajectories and experiences of students with special needs education (SSN) in our universities concerning access, and global conditions for staying in HE with success. This work is part of a one research line of a project titled: “Non-traditional students in higher education: research to steer institutional change” [1]”, which main purpose is to study the situation of non-traditional students (ENT)[2] at the University of Algarve and Aveiro.

[1]  Foundation for Science and Technology (FCT).

[2] The term “non-traditional student” is useful for describing diferent groups of students that are underrepresented in higher education (HE).

Fernandes, E., & Almeida, L. (2007). Estudantes com deficiência na universidade: Questões em torno da sua adaptação e sucesso académico. Revista da Educação Especial e Reabilitação, 14, p. 7-14; Pires, L. (2009). Contributos para uma Universidade Inclusiva. In Levantamento Nacional dos apoios aos estudantes com deficiências no Ensino Superior. Comunicação apresentada no I Seminário GTAEDES, Lisboa; Taylor, S. J., & Bogdan, R. (1998). Introduction to Qualitative Research Methods. A Guidebook and Resource. New York: John Wiley & Sons. UNESCO (1994). Declaração de Salamanca. Conferência Mundial Sobre Necessidades Educativas Especiais. Salamanca. "to be updated"