Public Policies and Inclusive Practices for Visual Functional Diversity in Higher Education

This paper, framed within a doctoral thesis conducted at Pablo de Olavide University. Investigates the role of public policies and inclusive practices in promoting the integration of individuals with visual functional diversity in higher education. The study outlines a theoretical framework established by the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the principles of Universal Design for Instruction (UDI), Emphasizing their significance in creating equitable educational environments.

Through case studies from South Africa, Israel, Ethiopia, Italy and Brazil, the paper illustrates the impact of inclusive policies and practices. Findings indicate that while UDI improves academic performance, compliance is often insufficient, necessitating stronger policy reinforcement. In Israel, significant barriers hinder students whit visual impairments, underscoring the need for more effective support systems. In Ethiopia, limited access to educational resources restricts student participation, highlighting the importance of incorporating assistive technology into education policies.

The research also emphasizes the necessity of inter-institutional collaboration, whit Brazil's REBECA network serving as a model for resource sharing and acccesibilitu promotion. The study concludes with recommendations for enhancing public policies, implementing UDI in educational practices, increasing access to assistive technology and providing ongoing training for academic staff to foster an inclusive environment for all students.