ORIENTAÇÃO PROFISSIONAL E INCLUSÃO

This study addresses the various challenges faced by university students with disabilities in their educational and professional development. The objective of this research was to contribute to the understanding of the professional development of university students with disabilities by observing and analyzing their participation in a professional development program designed and implemented during the study. The development and implementation of the program aimed both to expand opportunities for intervention and for subjective, educational, and professional development for the participants, and to provide guidelines to equip Higher Education Institutions (HEIs) with the tools needed to implement vocational and career guidance services. This is an applied, qualitative, and analytical research study. The Professional Development Program was conducted remotely, lasting eight weeks, in a group of ten university students who self-identified as persons with disabilities. The data, obtained from recorded and transcribed meetings, were analyzed using the Meaningful Nuclei method, in line with the precepts of Historical-Cultural Psychology. The results indicated that the articulation between Historical-Cultural Psychology and Professional Guidance is a valuable tool in the professional development process of individuals with disabilities. It was concluded that the implementation of Career Guidance services in HEIs would directly benefit students with disabilities. Such services should seek to articulate the university, the community, and the labor market in order to promote the personal, educational, and professional development of these individuals throughout their lives.