Curricular Articulation as a Contribution to Inclusion: Challenges and Opportunities
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Abstract
Ensuring inclusion in higher education is currently a complex yet essential mission. It requires challenging pedagogical practices and the use of active methodologies in order to promote genuine inclusion. This study is part of a doctoral research project on the inclusion of students with autism and explores curricular articulation as a strategy for promoting inclusion in higher education. The project brought together all curricular units of the second semester into a single assessment process. The main objective was to create connections between different areas of knowledge, encouraging both teachers and students to work collaboratively. This approach may represent an important tool for making higher education more inclusive. The results show improvements in students’ motivation, group work, time management, organisation and learning, as well as the strengthening of relationships among teachers.
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