Inclusive Education and Access to Justice in Public Universities: A Critical View from Teaching Experience in San Luis (Argentina)

Abstract

This research reflects on the structural and symbolic barriers faced by people with disabilities in accessing, remaining in, and graduating from higher education in Argentina, particularly at the Faculty of Economic, Legal, and Social Sciences of the National University of San Luis. Through a qualitative methodology based on participant observation of university teaching practices over three academic years (first, third, and fourth years of the Law degree program), complemented by documentary analysis of national and international regulatory frameworks and a review of theoretical contributions from critical disability studies, the right to inclusive education is linked to access to justice, understanding both as fundamental pillars for full citizenship. From a critical and situated perspective, the persistence of ableism in the university setting is examined. The work argues that guaranteeing reasonable accommodations, universal accessibility, and a profound pedagogical transformation is not a concession, but an ethical, political, and legal imperative. Specific institutional measures are proposed to move towards a truly inclusive university that recognizes functional diversity as a value, not an exception. This analysis is framed within doctoral research and human rights training, marticulating theory, practice, and academic commitment.