Narratives of graduates with disabilities on key factors that promote universitary success

Abstract

This article aims to explore, from the perspectives of graduates with disabilities, the concept of success and the factors that determine it. To this end, a narrative methodology was used and two semi-structured, in-depth interviews were conducted after obtaining informed consent from the participants, who authorised the data collection and analysis. The sample consisted of 30 Italian and Spanish graduates from 18 public universities. The data obtained were analysed through a system of categories and codes, using the qualitative software MAXQDA. The results show that success was defined as a subjective concept, closely linked to the university experience of each individual and characterised by its multifaceted nature, as both internal and external factors influence it. Among the internal factors, self-concept, self-determination, self-efficacy, and resilience were highlighted as skills that enabled them to persist and overcome obstacles throughout their academic career. Regarding external factors, the importance of the support received from the close environment, such as family and partners, as well as from the university context, including fellow students, faculty members, offices for students with disabilities, and service staff, was highlighted. The role of psychologists as a source of external support was also highlighted. In light of these findings, the conclusions emphasise that understanding the academic success of graduates with disabilities is essential for educational institutions to promote it and, in turn, contribute to reducing drop-out rates and improving inclusion policies. It is recommended that future policies should be flexible and adaptable to the individual needs and aspirations of students, as success is a subjective and multifaceted concept that varies from person to person.