Celoživotno obrazovanje osoba sa invaliditetom - prepreke, podrška i preporuke za unapređenje univerzitetskog fragmenta

Lifelong education of persons with disabilities can represent a strategy for improving their quality of life and social position as well as support to their autonomous living. Since 2009, educational reforms have been implemented in the Republic of Serbia for developing the lifelong education of persons with disabilities, with a special focus on the fragment of the pre-university education. Despite the implemented reforms, we do not have much data on individual fragments of the lifelong education of persons with disabilities, especially not from the perspective of the persons themselves. In the entire body of research on inclusive education, teachers are most often examined as agents who should put the designated education policies into practice. Research that focuses on persons with disabilities and seeks to examine their experience of education, especially in the domain of university education, is extremely rare. Consequently, those for whom inclusion in education is "intended" are marginalized in academic research and the process of knowledge creation. In order to include students in the process of knowledge creation regarding their university education and identify important aspects of the experience of university education of persons with disabilities, we conducted a focus group study with a total of seven students with disabilities at the University of Belgrade. Based on the obtained data, recommendations were formulated for improving the quality of university education as one fragment of the lifelong education of persons with disabilities.