The authors conducted this study at a Spanish university to find out what barriers and aids students with disabilities identified during their university trajectories. The authors used a biographical narrative method, and specifically, life histories. Our analysis concentrated on the life-lines and interviews, showing the histories of three students with disabilities. We analyzed data through a narrative system, approaching each life history separately and making a global analysis of it. The results section presents the university trajectory of three students with disability, Javier, Luz María and José Manuel. Each student made a personal narration of his own university experience in a first-person history, describing aids and barriers. The conclusions discuss the main barriers and facilitators each student perceived at the university and suggest the potential of this technique for construing life histories.
Higher Education, Disability, Inclusive Education, Life-line, Life Histories, Biographical-narrative Method
This work was supported by the [Spanish Ministry of Economy and Competitiveness] under Grant [EDU 2010-16264]; [Junta de Andalucía, Proyecto de Excelencia] under Grant [P11-SEJ-7255].
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Recommended APA Citation
Melero, N., Moriña, A., & López-Aguilar, R. (2018). Life-Lines of Spanish Students with Disabilities during their University Trajectory. The Qualitative Report, 23(5), 1127-1145. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss5/7