Access to University by Disabled Students: the Influence of Educational Guidance in the Choice of Degree Studies

The number of students with disabilities choosing to enroll for university studies has increased over the last years. Nevertheless, even though it is true that educational inclusion has favoured the quality and permanence of this group of students in obligatory secondary and higher secondary education levels, that is, Compulsory Secondary Education and higher secondary education; it should also be recalled that the ratio of people with disabilities who enter university is still tiny in comparison to the rest of students. This research sets out to analyze the influence of academic guidance on the choice of a university degree by students with a disability who are currently studying at Rey Juan Carlos University. A post-facto descriptive methodology was followed and an Ad Hoc questionnaire was administered on a sample of 82 students with disabilities, all of them registered in the Unit for Attention to People with Disabilities and Special Educational Needs of the same university. The results show the appearance of unknown fundamental factors which are relevant to the Guidance Action Plan, carried out by educational centers in students' countries of origin. This study took place in specific situations taking into account, other different factors apart from the interests and values of students. There is also a need for collaboration between universities and secondary schools to promote the transition between institutions and universities.