Life trajectories of undergraduate students with disabilities: a look on inclusive education

This paper presents the results of the research which aimed to understand how individuals with disabilities see and perceive movements in favor of inclusive education, as well as to identify their perspectives relating to inclusion. For this purpose, the analysis of the life trajectory of two undergraduate students with disabilities was used as a methodological strategy. This qualitative approach research was carried out through interviews with these two subjects, and the collected data were analyzed by using the content analysis method, based on the premises of socio-historical theory and studies on Vigotski's defectology. The study revealed the main obstacles and advances in inclusive practice and the subjects' contributions to the improvement of inclusive practices in education. The trajectories demonstrate the overcoming of the disabled stereotype through the investment in the individuals' social interactions. From the data analysis, it was also possible to observe that prejudice is presented as one of the main obstacles for inclusive practice, and is originated by the lack of knowledge and contact with disabled people. Lastly, it is noteworthy that the students with disabilities are open to dialogue and the construction of an inclusive society, and have a lot to say and contribute.