Building inclusive universities in Honduras: Listening to the voices of students with disabilities

Abstract The present study gathers the experiences of 25 students with disabilities regarding educational inclusion in the universities that make up the higher education system of Honduras. A qualitative study was conducted using a phenomenological design, in which semi‐structured interviews were carried out and subsequently coded through qualitative content analysis. The results of the study are grouped into five categories of analysis: (1) perspective on educational inclusion, (2) admission mechanisms used by universities, (3) actions developed by universities to promote the educational inclusion of students with disabilities, (4) difficulties faced by students with disabilities during their educational process and (5) challenges encountered by universities in fostering the educational inclusion of students with disabilities. The conclusions indicate that promoting inclusive education requires strengthening processes of training, information and awareness in terms of disability and educational inclusion, involving the entire university community.