Internal and external factors in the success of graduates with disabilities in higher education and employment: an international comparative study in Germany and Spain

Vol.:(0123456789)
Highe Educa ion
h ps://doi.o g/10.1007/s10734-025-01446-8
In e nal andex e nal ac o s in hesuccess o g adua es
wi hdisabili ies inhighe educa ion andemploymen :
anin e na ional compa a i e s udy inGe many andSpain
Rosa i’oLopez‑Ga i a1 · InmaculadaO ozco2 · Au o aVi giniaPe ez‑Lopez3
Accep ed: 31 Ma ch 2025
© The Au ho (s) 2025
Abs ac
Ini ia i es in legisla ion and imp o ed esou ces dedica ed o inclusi e educa ion ha e con-
ibu ed o an inc ease in he numbe o people wi h disabili ies wi h highe educa ion and
access o a p o ession in he p ima y ma ke . Howe e , people wi h disabili ies o en ace
a lo o di icul ies and injus ices be o e hey can inish hei uni e si y ca ee and ob ain
a job acco ding o hei educa ion, abili ies, and wishes. This a icle p esen s an empi i-
cal, in e na ional, compa a i e s udy ha analysed, om he pe spec i e o 56 Ge man and
Spanish g adua es wi h disabili ies belonging o 34 uni e si ies, which key ac o s p o-
mo ed he success ul comple ion o hei s udies and which ac o s acili a ed hei inclu-
sion in he labou ma ke . The esea ch was quali a i e h ough indi idual in e iews wi h
g adua es wi h disabili ies. The esul s e ealed many common aspec s in he in e nal (sel -
knowledge, sel -de e mina ion, au onomy, sel -e icacy, and esilience) and ex e nal ac o s
( amily, classma es, iends, disabili y se ices, and acul y membe s) ha explain he aca-
demic success and labou ma ke ansi ion (wo k expe ience, accommoda ions, and awa e-
ness) o g adua es wi h disabili ies o bo h coun ies. Howe e , hese ac o s also e ealed
some di e ences be ween he wo coun ies ha se e as an impulse o mobilise cul u al,
poli ical, and p ac ical change in highe educa ion ins i u ions, employe s, and socie y in
gene al.
Keywo ds Inclusi e educa ion· G adua es wi h disabili ies· Academic success·
Employmen · Compa a i e s udies
* Rosa io Lopez-Ga i a
osa.lopez@ au.de
Inmaculada O ozco
[email p o ec ed]
Au o a Vi ginia Pe ez-Lopez
au o a[email p o ec ed]
1 Depa men o Di e si y Educa ion andIn e na ional Educa ional Resea ch, F ied ich Alexande
Uni e si y E langen-Nu embe g, E langen, Ge many
2 Depa men o Pedagogy andDidac ics o Social Sciences, Language andLi e a u e, Uni e si y
o Jaume I, Cas ellon, Spain
3 Depa men o Accoun ing andFinancial Economics, Uni e si y o Se ille, Se ille, Spain
Highe Educa ion
In oduc ion
Bo h Ge many and Spain ha e a i ied he Con en ion on he Righ s o Pe sons wi h Dis-
abili ies (Uni ed Na ions, 2006) and aim o comply wi h he inclusion policies included
in he 2030 Agenda o Sus ainable De elopmen (UNESCO, 2017). Howe e , despi e all
he sa egua ds p o ided by legisla ion, much emains o be done o enable people wi h
disabili ies (PwD) o pu sue highe educa ion (HE) and expe ience equi able inclusion in
he labou ma ke (Edwa ds e al., 2022). This empi ical, in e na ional, and compa a i e
esea ch aims o unde s and and con ibu e o mobilising ac ion o he success o s uden s
wi h disabili ies (SwD) a uni e si y and in he labou ma ke in Ge many and Spain.
In he cu en con ex o inc easing pa icipa ion o SwD in HE (Acca do e al., 2019)
and a sho age o skilled labou (Liu e al., 2024), esea ch ha builds on he expe ience o
hose s uden s who ha e esis ed exclusiona y p ac ices a uni e si y is a p io i y o make a
i m s ep owa ds he academic and p o essional inclusion o PwD (Uni ed Na ions, 2006).
Un o una ely, PwD s ill expe ience a signi ican gap be ween he igh s exp essed in poli-
cies and hei eal-li e expe iences (Jä kes ig e al., 2016). Inclusi e HE ins i u ions mus
he e o e no only ensu e access o HE and pa icipa ion in s udy p og ammes o PwD,
bu also engage in hei academic success and ansi ion o he labou ma ke (Baue e al.,
2016; Römhild & Hollede e , 2023).
Recen esea ch shows ha inclusion in he HE sec o is shaped di e en ly depending
on he speci ici ies o s a e educa ion policy, labou ma ke s, and he amewo k condi ions
o na ional HE sys ems (Salmi & D’Addio, 2021). The e o e, in his s udy, we conside i
essen ial o emphasise he po en ials o PwD (Kohli & A encio, 2023) and o iden i y he
in e nal and ex e nal ac o s ha cause a ious ba ie s o hei pa icipa ion and success
wi hou disc imina ion o limi a ions due o disabili y (Russak & Hellwing, 2019).
This a ie y o pa icipan s b ings ichness o he analysis o uni e si y expe iences by
ha ing wo di e en con ex s (Biewe e al., 2015; Jä kes ig e al., 2016; Peschke, 2019).
Speci ically, wi h his compa a i e s udy wi h an in e na ional pe spec i e we pu sue a
double objec i e. Fi s , o con i m which ac o s d i ing success in HE and wo k inclusion
a e common in bo h con ex s and, second, o iden i y wha lessons can be d awn in bo h
coun ies om hose di e en ia ing ac o s, challenges, and oppo uni ies o ecip ocally
imp o e he academic success and wo k inclusion o PwD in Ge many and Spain.
Backg ound aspec s
Socioeconomic indica o s
The economies o bo h coun ies analysed a e de eloped in socio-economic e ms and
ha e a s ong commi men o inclusion policies. Howe e , in e ms o popula ion weal h, in
2023, Ge many had a g oss domes ic p oduc (GDP) pe capi a o 48.750 €, which is 60%
highe han ha o Spain in he same yea (30.320 €) (Spanish Na ional S a is ical Ins i u e,
2024; Ge man Fede al S a is ical O ice, 2024). In e ms o HE expendi u e pe s uden in
2019, Ge many spen 37.7% mo e esou ces (18.408.4 €) han Spain (13.366 €) (Na ional
Ins i u e o Educa ional E alua ion, 2023). Finally, in e ms o esou ces dedica ed o
imp o ing he inclusion o PwD, Ge many spen 2.7% o i s GDP on disabili y inclusion
in 2020, which was 50% mo e han Spain, which spen only 1.8% o i s GDP (Eu opean
Highe Educa ion
Union, 2023). The abo e numbe s show ha he weal h and le el o esou ces a ailable o
SwD in HE a e signi ican ly highe in Ge many han in Spain.
Wi h ega d o he inancing o HE s udies, in bo h coun ies, ui ion is ee o cha ge
(excep o long- e m s uden s). In ela ion o he cos o s udies, he e a e di e en gen-
e al and special aids o SwD in bo h coun ies. None heless, i can be s a ed ha o e s,
amoun , and pe iodici y o suppo a e highe in Ge many. Thus, Ge man SwD ecei e an
a e age o 1.078 € pe mon h (S einkühle e al., 2023), while in Spain, he a e age suppo
o SwD is 1.870 € pe yea (Uni e sia Founda ion, 2023).
S a is ics ons uden s andemployees wi hdisabili ies
In ela ion o he ansi ion om p e-uni e si y s ages o HE, acco ding o da a om 2022,
he pe cen age o SwD s udying in a special school o child en wi h special educa ional
needs and disabili ies, was much highe in Ge many (56.6%) (S a is a Resea ch Depa -
men , 2024) han in Spain (16.2%) (Minis y o Educa ion & Voca ional T aining, 2023).
Resea ch li e a u e indica es ha s uden s who ha e comple ed hei s udies in mains eam
schools ha e a highe p obabili y o accessing HE and ace ewe di icul ies in he ansi-
ion o HE (Aichele e al., 2019).
Rega ding he pa icipa ion o PwD in HE, he e a e la ge di e ences in he wo coun-
ies. In Ge many, he sha e o SwD in HE as a pe cen age o he o al has inc eased by
45%, om 11% in 2016 o 16% in 2021 (S einkühle e al., 2023). Howe e , he pa icipa-
ion o SwD in HE in Spain is much lowe , ha ing dec eased by 6%, om 1.7% in 2016 o
1.6% in 2021 (Uni e sia Founda ion, 2023).
The in en ion o d op ou o s udies is a good indica o o he di icul ies s uden s a e
acing. Thus, in 2021, 13% o SwD in Ge many epo ed ha ing he in en ion o d op ou o
hei s udies, compa ed o 4.7% o s uden s wi hou disabili ies (S einkühle e al., 2023).
In Spain, acco ding o he 6 h Repo o he Obse a o y on Disabili y and he Labou
Ma ke , in 2019, 20.3% o SwD le hei s udies p ema u ely, compa ed o 9.8% o s u-
den s wi hou disabili ies (ONCE Founda ion, 2021).
On he o he hand, he numbe s o s uden s in Spain who unde ake s udy o p ac i-
cal s ays ab oad a e much lowe han in Ge many. In 2021, 17% o Ge man SwD unde -
ook such s ays, compa ed o 19% o s uden s wi hou disabili ies (S einkühle e al., 2023).
Howe e , only 0.8% o Spanish SwD unde ook a s ay ab oad, compa ed o 3.3% o s u-
den s wi hou disabili ies (SEPIE, 2022).
Finally, in ela ion o he labou ma ke , he unemploymen a e in 2022 o g adua es
wi h disabili ies (GwD) in Spain was 13% (Spanish Na ional S a is ical Ins i u e, 2023).
In Ge many, i was 8% o academics wi h se e e disabili ies and 16% o academics wi h
non-se e e disabili ies (Ge man Fede al Employmen Agency, 2023). These igu es a e
much highe han o g adua es wi hou disabili ies in bo h coun ies (8.16% and 2.2%,
espec i ely).
Theo e ical amewo k
Disabili y, inclusion, andsuccess inHE
The e is gene al ag eemen on he complexi y o he de ini ion o success in HE (Mo iña &
Biagio i, 2022; Russak & Hellwing, 2019). T adi ionally, some esea ch has add essed he
Highe Educa ion
measu emen o s udy success h ough g ades and academic pe o mance (Goegan & Dan-
iels, 2020). Howe e , esea ch ha has analysed he de ini ion o success om he oices
o he GwD hemsel es coincides ha success goes beyond inishing s udies and ob aining
good g ades (Acca do e al., 2019; Mo iña & Biagio i, 2022; Russak & Hellwing, 2019).
Fo example, demons a ing hei abili ies o o he s (Wieland, 2023), consolida ing hei
au onomy and independence (Jones, 2020), acqui ing skills ele an o hei pe sonal and
p o essional li es (Acca do e al., 2019) and imp o ing hei social en i onmen (Bailey
e al., 2020; Yssel e al., 2016).
Thus, om an ecological app oach, he scien i ic li e a u e has poin ed ou ha he e
a e pe sonal (in e nal) ac o s and con ex ual (ex e nal) ac o s (Mo iña & Biagio i,
2022; Russak & Hellwing, 2019). Pe sonal ac o s appea o be ela ed o accep ance o
own disabili y and ecogni ion o s eng hs and weaknesses h ough in insic mo i a ion,
sel -de e mina ion, au onomy, e icacy, and esilience (Acca do e al., 2019; Collins e al.,
2019; Fab i e al., 2022; F ancis e al., 2019; Fulla on & Duque e, 2016; Ju e al., 2017;
Russak & Hellwing, 2019; Vacca o e al., 2015; Yssel e al., 2016).Simila ly, o he s udies
ha e highligh ed he impo ance o p oac i i y, posi i e a i ude, c ea i i y, and ime plan-
ning (Acca do e al., 2019; Chiu e al., 2019; F ancis e al., 2019; Jones, 2020). Mo eo e ,
nume ous s udies ha e shown ha con ex ual ac o s such as amily, acul y, classma es,
iends, uni e si y, and disabili y o ices a e key suppo s o SwD o be success ul in HE
(Bailey e al., 2020; Biewe e al., 2015; Jä kes ig e al., 2016; Mo iña & Biagio i, 2022;
Mo iña e al., 2024; Redshaw & Deehan, 2024; Russak & Hellwing, 2019; Yssel e al.,
2016).
Disabili y, inclusion, andlabou ma ke success
Ob aining a digni ied job is an essen ial componen o he well-being and social and
employmen inclusion o PwD (Nadai e  al., 2019; Uni ed Na ions, 2006). In addi ion
o he impo ance o employmen as a means o pe sonal and p o essional g ow h, he e
a e also he bene i s o employmen o men al heal h and sel -con idence (Lindsay e al.,
2018). The e o e, inishing HE is essen ial as a passpo o ob aining a skilled job in he
p ima y ma ke (Jä kes ig e al., 2016; Liu e al., 2024).
Howe e , GwD s ill ace nume ous di icul ies in hei labou ma ke inclusion (Bjø n-
shagen & Ug enino , 2021; Niehaus & Baue , 2013). Fo his eason, i is undamen al o
know and p omo e hose ac o s ha can con ibu e o emo ing he ba ie s ha a e p e-
en ing he ull social and labou ma ke inclusion o PwD (Niehaus & Baue , 2013; Vo n-
hol e al., 2018). Thus, i is u gen o con inue ans o ming wo k en i onmen s o make
hem accessible o all people, enabling PwD o pe o m hei p o essions equally and ai ly
(Aumann e al., 2021). To achie e his, i is necessa y o i s aise awa eness and emo e
p ejudices in companies abou he eal con ibu ions o PwD (Odame e al., 2021). In he
cu en Eu opean labou ma ke , cha ac e ised by a conce ning lack o quali ied wo ke s, i
is essen ial o employe s o be able o a ac and e ain po en ial candida es wi h disabili-
ies (Liu e al., 2024). To his end, employe s need o be ad ised, mo i a ed, and suppo ed
in he ec ui men o PwD (Eu opean Union, 2022).
The e is subs an ial esea ch li e a u e ha has add essed he analysis o he success
in HE o SwD (Bailey e al., 2020; Chiu e al., 2019; Fab i e al., 2022; F ancis e al.,
2019; Fulla on & Duque e, 2016; Goegan & Daniels, 2020; Mayo-Pais e al., 2024; Yssel
e al., 2016). Despi e his, in e na ionally, he e has been li le compa a i e esea ch on his
opic (Biewe e al., 2015; Jä kes ig e al., 2016, Peschke, 2019). Also, ew s udies ha e
Highe Educa ion
in es iga ed success om he oice o GwD (Acca do e al., 2019; Jones, 2020; Russak &
Hellwing, 2019). Mo eo e , hese s udies ha e ocused on g adua es wi h pa icula dis-
abili ies and/o ha e been limi ed o he na ional con ex o one o a ew uni e si ies. Addi-
ionally, he e a e ew s udies ha ha e examined he success in bo h HE and labou ma ke
inclusion o GwD (Kiesel e al., 2018).
Thus, his esea ch aims o ill a gap in he exis ing esea ch li e a u e by examining,
om an empi ical, quali a i e, ecological, in e na ional, and compa a i e poin o iew,
he pe sonal and con ex ual ac o s a ou ing success in HE and labou ma ke inclu-
sion acco ding o he es imonies o GwD. To his end, we pose he ollowing esea ch
ques ions:
• Wha do GwD in Ge many and Spain unde s and as success in HE and in he labou
ma ke ?
• Wha a e he key ac o s ha con ibu e o he academic and employmen success o
Ge man and Spanish GwD?
• Wha p ac ical conclusions can be d awn om he compa ison o he academic and
employmen inclusion o PwD in Ge many and Spain?
Me hod
The me hodological choice o ou s udy is jus i ied by he need o iden i y, analyse, and
unde s and he ac o s ha ha e suppo ed uni e si y and employmen success om he
oices o GwD. Following Denzin and Lincoln (2018), we op ed o quali a i e esea ch, as
i is he mos sui able ype o esea ch o imme se ou sel es in he subjec i i y, au hen ic-
i y, and di e si y o he expe iences o PwD.
Rec ui men
Fi s , an in e disciplina y esea ch eam wi h ex ensi e expe ience in quali ied p ojec s on
inclusi e educa ion and disabili y in HE es ablished he ollowing selec ion c i e ia o iden-
i y sui able pa icipan s: Ge man and Spanish uni e si y g adua es wi h a ce i ied disabil-
i y who had comple ed hei Bachelo ’s, Mas e ’s, o PhD s udies in he las i e academic
yea s (2016–2022). Se e al ec ui men pa hs we e es ablished o ind sui able pa icipan s.
On he one hand, disabili y suppo o ices o di e en Ge man and Spanish uni e si ies
we e con ac ed and dis ibu ed he p ojec in o ma ion o GwD who me he abo e-men-
ioned c i e ia. On he o he hand, he same ask was ca ied ou by a ious s uden o gani-
sa ions, ounda ions, and associa ions wo king wi h PwD. In addi ion, social media such
as Facebook and Ins ag am we e used o p omo e he esea ch p ojec and a ac mo e
GwD in e es ed in pa icipa ing in he s udy. Finally, we used he non-p obabilis ic snow-
ball echnique o ind o he po en ial candida es (Cohen & A ieli, 2011).
Pa icipan s
This s udy in ol ed 56 Ge man (n = 28) and Spanish (n = 28) GwD om di e en a eas
o knowledge om a o al o 34 uni e si ies (16 Ge man and 18 Spanish uni e si ies).
Table1shows he de ailed p o ile o he pa icipan s o his s udy.

Highe Educa ion
Table 1 P o ile o pa icipan s
Coun y Type o disabili y A ea o s udies Type o deg ee Age Gende Cu en si ua ion
Ge many Physical 11 Science 9 Bachelo 7 22–30 21 Female 17 Wo k 16
Ch onic 6 Social and legal sciences 8 Mas e 21 31–45 7 Male 11 O he highe s udies 11
Visual 3 A s and humani ies 7 Doc o a e 0 + 45 0 Unemploymen 1
Audi i e 3 Enginee ing and a chi ec u e 3
Cogni i e 3 Heal h sciences 1
Lea ning di icul ies 2
Spain Physical 12 Science 0 Bachelo 12 22–30 14 Female 21 Wo k 13
Ch onic 1 Social and legal sciences 19 Mas e 15 31–45 10 Male 7 O he highe s udies 2
Visual 7 A s and humani ies 2 Doc o a e 1 + 45 4 Unemploymen 13
Audi i e 2 Enginee ing and a chi ec u e 1
Cogni i e 3 Heal h sciences 6
Lea ning di icul ies 3
Highe Educa ion
Ins umen s andda a collec ion
Fo da a collec ion, wo in e iew sc ip s we e de eloped by an in e disciplina y
esea ch eam wi h expe ience in disabili y, inclusi e educa ion, and HE p ojec s. The
in e iew sc ip s we e c ea ed based on a e iew o p e ious in e na ional esea ch.
These in e iews we e alida ed by p o essional expe s in disabili y, adminis a i e and
se ices s a and uni e si y eaching s a . Subsequen ly, pilo in e iew sc ip s we e
ealised wi h SwD by Ge man and Spanish expe s. The i s in e iew sc ip ocused
on pe sonal ac o s con ibu ing o success o GwD, he second abou ex e nal ac o s.
In he case o Spain, he in e iews we e o al and we e conduc ed online (n = 21),
ace- o- ace (n = 6), and by elephone (n = 1). In Ge many, we i s held a p elimina y
in e iew wi h he pa icipan s o explain he p ojec o hem and o e i y ha he e
we e no doub s abou he ques ions. These mee ings ook place online (n = 20) and ace-
o- ace (n = 8). A e wa ds, pa icipan s we e gi en unlimi ed ime o espond o he
in e iew sc ip s in w i ing (Sch eie , 2023). Examples o he ques ions posed o he
pa icipan s a e included:
• Wha does i mean o you o li e wi h a disabili y?
• Wha does i mean o you o be success ul in you s udies? Why?
• Which o he in e nal and ex e nal ac o s you men ioned was decisi e o you o
con inue and comple e you s udies (academic success)?
• Wha is you cu en si ua ion? Please ell us a bi mo e abou wha you a e cu en ly
doing. How did you ge he e? Would you desc ibe his si ua ion as a success? Why?
E hical aspec s o  he esea ch
This s udy was app o ed by he e hics commi ees o one Ge man and one Spanish uni-
e si y (names omi ed). Compliance wi h e hical p inciples and accessibili y aspec s
we e conside ed be o e, du ing, and a e each in e iew.
A e being in o med o he esea ch goals, pa icipan s ga e hei signed consen o
pa icipa e in he p ojec . This in o med consen also s a ed ha hei pa icipa ion was
olun a y and ha hey could wi hd aw om he s udy a any ime. When conduc ing
he in e iews, he indi idual needs and esponse imes o each pa icipan we e aken
in o accoun . In he case o ace- o- ace in e iews, i was ensu ed ha he loca ion was
ee o physical ba ie s. The online mee ings we e conduc ed h ough pla o ms o e -
ing sub i les, sc een eade s, and oice syn hesise s. Finally, he da a collec ed in he
in e iews we e e u ned in accessible Wo d o ma o he pa icipan s by email o
app o al. The anonymi y o he ansc ip s was gua an eed by eplacing he pa icipan ’s
eal name wi h an iden i ying numbe in bo h he Ge man (PG1-PG28) and Spanish
(PS1-PS28) con ex s.
Da a analysis
The collec ed da a was analysed by a quali a i e analysis o con en acco ding o a com-
bined deduc i e-induc i e p ocedu e (Kucka z, 2014). The da a analysis was conduc ed
by he au ho s, who sys ema ically e iewed he in e iew ansc ip s o gain a comp e-
hensi e unde s anding o he pa icipan s’ na a i es. Be o e analysing he in e iews,
Highe Educa ion
a common coding sys em was o med deduc i ely based on he in e iew sc ip s and
p e ious esea ch indings. To ensu e he alidi y o he da a, he au ho s independen ly
e iewed he ansc ip s, engaged in discussions o esol e disc epancies, and eached a
consensus.
Subsequen ly, an induc i e con en analysis was pe o med o iden i y he key opics,
along wi h hei co esponding ca ego ies, subca ego ies, and dimensions (Miles & Hube -
man, 1994). Th oughou he quali a i e analysis, wo king sessions we e conduc ed o help
esea che s iden i y po en ial biases, c i ically examine hei in e p e a ions, and conside
al e na i e explana ions (Gale e al., 2013). To enhance he o ganiza ion and managemen
o he ex ensi e da a collec ed, he esea ch eam u ilized quali a i e MAXQDA 2022 da a
analysis so wa e. Table2 shows he inal ca ego ies, subca ego ies, and dimensions used
o his a icle. These a e explained in de ail in he “Resul s” sec ion.
Resul s
Concep o uni e si y andlabou ma ke success
The es imonies o he Ge man and Spanish GwD showed ha bo h ha e a e y simi-
la unde s anding o wha success in HE means o hem. Thus, mos pa icipan s in bo h
g oups ag eed ha success was a pe sonal and complex concep depending on mul iple
ac o s ( ision o one’s own disabili y, p oac i i y in asking o suppo , esilience, amily
suppo , iendships, suppo om he uni e si y…) and ha i wen a beyond inishing
he deg ee, achie ing good g ades and ge ing a job in he u u e.
In addi ion o g ades and knowledge, I hink i is also abou consolida ing you pe -
sonali y du ing you s udies and becoming a a ional, ques ioning, and enligh ened
pe son who is awa e o hei weaknesses and s eng hs and has an open-minded iew
o he wo ld (PG11, Ge many).
I belie e ha uni e si y success is no measu ed quan i a i ely, bu by he quali y o
he educa ion you ecei e and he pe sonal lea ning, you acqui e on ha jou ney
(PS1, Spain).
GwD in bo h coun ies pa icula ly alued p ac ical lea ning, he possibili y o pe sonal
de elopmen and he imp o emen o hei social ne wo ks. Also, Ge man and Spanish
pa icipan s pe cei ed success as a balance be ween doing well in hei s udies and main-
aining hei heal h. Finally, he g ea majo i y o pa icipan s in bo h con ex s indica ed
ha ob aining a HE deg ee o e ed hem he possibili y o p o e o o he s ha hey we e
able o o e come any ad e si y, despi e hei disabili y.
Success in my s udies means a lo o me because I can show mysel and o he s ha I
am s onge han my disabili y (PG23, Ge many).
Since I s a ed uni e si y, I had o ge om one place o ano he and lea n my way
a ound he campus on my own. This is wha I conside a success ul expe ience: o be
able o su pass you sel as a blind pe son in he ield o mobili y (PS14, Spain).
Howe e , he e was a di e ence in he concep ion o success in HE o he wo g oups.
Some o he Ge man pa icipan s, in con as o he Spanish pa icipan s, pa icula ly al-
ued he possibili y o a s udy s ay o an in e nship ab oad as a key o success in HE.
Highe Educa ion
Table 2 Ca ego ies, subca ego ies, and dimensions
Ca ego y Subca ego y Dimension
Simila i ies Di e ences
Concep o success Highe educa ion - Pe sonal and complex concep
- P o essionally use ul lea ning
- Social inclusion
- Balance be ween s udies and heal h
- Pe sonal de elopmen and sel -imp o emen
S ay ab oad (Ge many)
Labou - Holding a highe educa ion deg ee
- Applica ion o acqui ed knowledge and com-
pe ences
- demons a ion o hei capabili y
- Ha ing app op ia e suppo
- Pe o mance o an ac i i y linked o he expe i-
ence o one’s own disabili y
No iden i ied
In e nal ac o s p omo ing success in highe
educa ion and labou ma ke inclusion
Sel -awa eness - Recogni ion and accep ance o disabili y
- Iden i ica ion o s eng hs and empowe men No iden i ied
Sel -de e mina ion - Pe se e ance
- Con idence
- Willpowe
- Discipline, planning, and ime managemen
No iden i ied
Au onomy - S eng hening independen li ing Impo ance o emancipa ion du ing highe educa-
ion (Ge many)
Sel -e icacy - P oac i i y in de ending hei igh s and look-
ing o suppo
- C ea i i y and sea ch o solu ions
No iden i ied
Resilience - Abili y o adap
- Posi i e a i ude
- Tole ance o s ess
No iden i ied
Highe Educa ion
o he nex and don’ eally ge any help ul in o ma ion anywhe e (PG25, Ge many).
I wen once o he disabili y se ice and did no ge much help om hem. I would
ha e liked hem o show mo e empa hy wi h my si ua ion, I didn’ eel suppo ed
(PS2, Spain).
On he o he hand, hey ecommended ha se ices should be mo e p oac i e in com-
munica ing in o ma ion, o e ing se ices, and main aining con ac wi h SwD. Speci ically,
Spanish GwD conside ed ha , in compliance wi h da a p o ec ion legisla ion, i would be
e y impo an o HE ins i u ions, h ough hei disabili y se ices, o in o m eaching
s a in ad ance o he p esence o SwD in hei class ooms and he necessa y adap a ions
o each ype o disabili y.
I is ecommendable o in o m acul y ha hey a e going o ha e a s uden wi h hese
cha ac e is ics, o in o m hem o wha i means and wha needs hey a e going o
ha e (PS24, Spain).
In his sense, some pa icipan s om bo h coun ies conside ed ha , gi en ha he indi-
idual cha ac e is ics o s uden s we e so di e se, i would be necessa y o hese se ices
o p o ide indi idualised a en ion o iden i y wha hei pa icula needs a e. Speci ically,
hey unde lined he need o imp o e he necessa y suppo s and adap a ions o s uden s
wi h cogni i e disabili ies.
I ha e a men al illness and eel ha he e is no ye he app op ia e accommoda ions
o his (PG26, Ge many).
Acco ding o my expe ience, he Uni e si y is no p epa ed o deal wi h ce ain dis-
abili y p o iles. I ound a lo o igno ance when i came o how o help me (PS9,
Spain).
Facul y
Ge man and Spanish g adua es epo ed some nega i e expe iences wi h he acul y mem-
be s, bu mos o hem indica ed ha he acul y was a undamen al suppo . Ac ually, some
pa icipan s e en s a ed ha wi hou his suppo hey would p obably ha e had o d op ou
o hei s udies.
I he lec u e s hadn’ aken me se iously, I would ha e had p oblems passing my
exams and he e o e my s udies (PG4, Ge many).
I my ime a uni e si y was al eady ha d and complica ed, wi hou ha ing me his
kind o acul y, he expe ience would ha e been much ha de , and I don’ eally know
how I would ha e managed o inish my s udies (PS9, Spain).
Thus, Ge man and Spanish g adua es epo ed ha acul y membe s suppo ed hem
h ough me hodological accommoda ions ( u o ial ac ion, accessible ma e ials, and al e -
na i e assessmen s) and encou aged hem h oughou hei uni e si y ca ee . In his espec ,
bo h g oups o g adua es unde lined he impo ance ha he lec u e s ook SwD se iously
and we e able o see hei po en ial. Fo hem, i was undamen al ha he acul y was com-
mi ed o inclusi e eaching. The Spanish di e ed om he Ge man GwD in s essing he
impo ance o a close a i ude and mo e us om he acul y membe s owa ds he s u-
den s, which helped hem o eel like o he s and mo e sel -con iden .
I ha e no been ea ed as a di e en s uden a any ime, no ha e I been made o
eel di e en because I ha e a disabili y. This is a e y posi i e hing (PS8, Spain).

Highe Educa ion
Also, in gene al, pa icipan s om bo h coun ies emphasised he need o acul y membe s
o be ained in disabili y in HE. Rela ed o his, i was pa icula ly ele an o bo h g oups
ha acul y should be be e ained o se e s uden s acco ding o he ype o disabili y.
I hink i would be good i he e was a (compulso y) aining cou se o acul y whe e
hey we e made awa e o common disabili ies/p oblems and explained how hey can
help s uden s (PG7, Ge many).
I a acul y membe is going o ha e a s uden wi h a disabili y, he/she should be ained
on ha speci ic disabili y. I ha e come ac oss acul y membe s who do no know how o
ac when aced wi h a s uden wi h Aspe ge ’s Synd ome (PS24, Spain).
Financial suppo
Apa om he amily as he main sou ce o unding, a la ge p opo ion o Spanish and
Ge man GwD needed addi ional suppo o hei uni e si y s udies. In addi ion o he eg-
ula s udy expenses (lodging, li ing expenses, ma e ials, e c.), GwD in bo h coun ies had
o ace signi ican ex a cos s due o hei disabili y ( ea men s, he apies, so wa e, s udy
assis an s, accommoda ions, e c.). In his sense, bo h g oups o pa icipan s highligh ed he
impo ance o ha ing mo e and be e inancial suppo o hei HE s udies. In pa icula ,
some Spanish g adua es indica ed ha wi hou his addi ional suppo hey would no ha e
been able o comple e hei s udies.
I I hadn’ been co e ed by he disabili y g an s and he ui ion ee discoun , I
wouldn’ ha e been able o pay o my lodging a uni e si y (PS19, Spain).
Ex e nal ac o s p omo ing success inlabou ma ke inclusion
Fac o s suppo ing wo k inclusion we e ela ed o he a ainmen o wo k expe ience, adap-
a ions in he wo kplace, and awa eness o socie y.
Wo k expe ience
Bo h Ge man and Spanish g adua es s a ed ha ini ially, o gain access o he labou ma -
ke , i was e y impo an o ha e suppo o be able o do p ac ical aining and gain wo k
expe ience. In he case o he Ge man pa icipan s, hey pa icula ly emphasised he impo -
ance o being able o ha e a wo k expe ience ab oad o en ich hei CV and imp o e hei
employmen op ions.
I was also impo an o me o gain expe ience in he coun ies whose languages
I was lea ning, which is why I spen a semes e ab oad in [ci y omi ed] du ing my
Bachelo ’s deg ee and an E asmus semes e in [ci y omi ed] du ing my Mas e ’s
deg ee (PG1, Ge many).
Adap a ions in hewo kplace
On he o he hand, Ge man and Spanish g adua es ag eed on he impo ance o ha ing
app op ia e adjus men s in he wo kplace o be able o pe o m hei p o essional wo k
unde equal condi ions. In his espec , bo h g oups o pa icipan s ag eed on he need o
Highe Educa ion
special suppo and necessa y adjus men s o wo ke s wi h cogni i e disabili ies. They
also conside ed ha he e is a need o mo e suppo and counselling o employees wi h
in isible disabili ies ega ding he di icul ies hey ace in disclosing hei disabili y, so ha
hey can handle hei si ua ion in a na u al way and ha e he necessa y p o essional sup-
po s and adap a ions.
Wha I ind a pi y is ha I shouldn’ alk openly abou my disabili y in wo king li e, as
his can be seen as a disad an age (PG22, Ge many).
I hink hey will look i s i you ha e a disabili y. The deg ee is impo an , bu he
momen you pu he disabili y on he able he u u e is dissol ed (PS13, Spain).
Raising awa eness o socie y
In addi ion, he pa icipan s om bo h coun ies made some ecommenda ions o imp o e
he inclusion o PwD in he labou ma ke . They unde lined he need o in o m, ain, and
aise awa eness among employe s in pa icula and socie y in gene al abou w ong p eju-
dice owa ds employees wi h disabili ies. In his line, hey indica ed ha i would be essen-
ial o socie y o become awa e o he eal con ibu ions and bene i s o employing PwD.
I do belie e ha people wi h a disabili y o en ha e a di e en way o hinking and
pe cei ing hings, which can make discussions, in e ac ions e c. mo e di e se (PG11,
Ge many).
I y o use his li e expe ience o help people who a e going h ough a di icul si ua-
ion, my pa ien s. I eel e y sa is ied o wo k as a doc o and o unde s and he ea s,
doub s and e e y hing ha comes wi h li ing wi h a ch onic illness (PS23, Spain).
Finally, some Ge man pa icipan s indica ed ha i was impo an ha mo e and mo e
PwD we e in posi ions o esponsibili y. Speci ically, hey conside ed i ele an ha he
oices o PwD a e hea d and conside ed when policy decisions a e made o when ac ions
ela ed o inclusion a e ca ied ou .
A he same ime, I am no blind o he disc imina ion I expe ience because o my
disabili y. I would like o see mo e ep esen a ion and isibili y o PwD in he media
and in managemen posi ions (PG19, Ge many).
Discussion
The esul s o his s udy showed ha he pe cep ions o uni e si y success o GwD om bo h
coun ies a e common and we e ela ed o use ul and p ac ical lea ning, o well-being and
pe sonal de elopmen , and o he sense o belonging o social suppo ne wo ks (Acca do
e al., 2019; Mo iña & Biagio i, 2022; Russak & Hellwing, 2019). This eali y shows ha i is
u gen o con inue p omo ing use ul lea ning o p ac ice om he app oach o inclusi e peda-
gogy, a ou ing he ull pa icipa ion o SwD and o he bene i o all s uden s (Gale e al.,
2017; Redshaw & Deehan, 2024). Mo eo e , wi hin inclusion plans, HE ins i u ions should
go u he and implemen ac ions o suppo he pe sonal well-being o SwD. Fo example, by
p o iding psychological and emo ional suppo , and measu es o s eng hen and b oaden he
social en i onmen o hese s uden s, such as suppo o ne wo king, associa ions, and s uden
clubs.
Highe Educa ion
Fu he mo e, his s udy, in con as o p e ious esea ch, has poin ed ou he impo ance
o s udy and wo k placemen s ab oad o he academic success o Ge man GwD. This esul
is o g ea ele ance because i shows ha , gi en he impo ance o in e na ionalisa ion and
language lea ning o he employmen oppo uni ies o GwD, g ea e e o s a e needed, espe-
cially in Spain, o suppo hem in achie ing his goal wi h g ea bene i s o hei au onomy
and independen li ing.
On he o he hand, simila i ies ha e also been ound ega ding he concep ions o suc-
cess in labou ma ke inclusion. Thus, he impo ance o HE has been unde lined o achie e
employmen expec a ions and o be able o demons a e he alue o PwD (Liu e  al.,
2024). Al hough he link be ween HE and imp o ed employmen oppo uni ies is uni e -
sal, o PwD suppo o HE is pa icula ly ele an as i is o en he only way o a oid a
“ ypically disabili y- ela ed” p o ession, and because i has a pa icula in luence on hei
men al heal h and pe sonal de elopmen (Lindsay e al., 2018). I also became clea ha ,
o be success ul a wo k, i is necessa y o ha e he app op ia e adap a ions and suppo s o
a oid disc imina ion and inequali y (Aumann e al., 2021). Finally, a highly alued aspec
was he possibili y o use hei expe iences wi h disabili y o pu sue a p o ession ela ed
o inclusion. This unde lines he po en ials and ele an con ibu ions ha s ill need o be
made isible and can be made by PwD in p o essional ac i i y (Odame e al., 2021).
In addi ion, his s udy has highligh ed ha i is no enough o gua an ee access and p o-
ide suppo o PwD, bu i is necessa y o iden i y and ac on he p omo ion o in e nal
and ex e nal ac o s ha posi i ely in luence hei success. In ela ion o in e nal ac o s
enhancing success in HE and in he labou ma ke , i has been e ealed ha o bo h Ge -
man and Spanish g adua es i is impo an o know hemsel es, accep hei disabili y and
be able o ocus on hei s eng hs (Acca do e al., 2019; Vacca o e al., 2015). This e i-
dence shows he ele ance o p omo ing and de eloping a posi i e and socially jus pe -
spec i e on PwD in socie y ha ocuses on hei po en ial (Kohli & A encio, 2023).
As p e ious esea ch has concluded, ou s udy shows ha i is necessa y o suppo
he de elopmen o pe sonal capabili ies ele an o success such as sel -de e mina ion,
au onomy, sel -e icacy, and esilience-based s a egies o ace di icul si ua ions (Russak
& Hellwing, 2019). Fu he mo e, he esul s indica ed ha , h ough sel -awa eness o dis-
abili y, pa icipan s we e able o s eng hen hese in e nal ac o s impo an o hei aca-
demic and occupa ional success. The success ul comple ion o HE and he acquisi ion o
a sui able job enabled hem o s eng hen hese pe sonal capabili ies. In he case o he
Ge man pa icipan s, i was pa icula ly impo an o be su icien ly au onomous o be able
o emancipa e hemsel es and li e independen ly du ing HE. I is he e o e c ucial o sup-
po hese s uden s o de elop and s eng hen hese capabili ies, as hey a e essen ial o he
mo i a ion and sel -con idence hey need in hei s udies and wo king li e (Ju e al., 2017).
As es ablished by he social model o disabili y (Jones, 2020), se e al ex e nal ac o s
ha e been ound o play a key ole in he inclusion and success o SwD a uni e si y. Thus,
as p e ious esea ch (Bailey e al., 2020; Jä kes ig e al., 2016; Mo iña e al., 2024; Russak
& Hellwing, 2019) indica ed, emo ional and inancial suppo om amilies and social and
academic suppo om pee s we e key o GwD. Financial suppo is especially essen ial
in Spain, gi en he lowe pe capi a weal h igu es (Spanish Na ional S a is ical Ins i u e,
2024) and he lowe inancial aid ecei ed compa ed o Ge man s uden s (Uni e sia Foun-
da ion, 2023). I would also be essen ial o o e mo e suppo o amily membe s and pee s
by p o iding hem wi h in o ma ion and p ac ical aining on disabili y so ha hey can
c ea e ai e and less o e p o ec i e ela ionships wi h hese s uden s.
Mo eo e , i has been shown ha he suppo and accommoda ions o e ed by disabil-
i y se ices a e key o p omo ing he success o SwD (Acca do e al., 2019; Russak &
Highe Educa ion
Hellwing, 2019). In his ega d, imp o emen s a e ecommended in employee aining and
empa hy, in p oac i i y in o e ing suppo , and in o e ing pe sonalised quali y se ices o
s uden s. To his end, i is necessa y o ensu e ha hese se ices ha e su icien esou ces
and ha s a ha e he possibili y o ecei ing adequa e aining, away om he medical
model o disabili y. In he same ein, i has been s a ed ha acul y membe s a e an essen-
ial pa o academic success (Acca do e al., 2019), especially wi h hei posi i e a i ude
and willingness o make adjus men s. In Spain, i was especially alued when acul y mem-
be s es ablished close and us ing ela ionships wi h s uden s (Redshaw & Deehan, 2024).
Howe e , in bo h con ex s, i has become clea ha e o s a e s ill needed o imp o e ac-
ul y aining in disabili y om an inclusi e app oach (Yssel e al., 2016). In his sense, i is
impo an o con inue ad ancing in he implemen a ion o Uni e sal Design o Lea ning
(UDL) in HE ins i u ions o es ablish accessible spaces and enable lea ning o all s uden s
(Collins e al., 2019; Edwa ds e al., 2022). Finally, conside ing he addi ional cos s aced
by SwD (S einkühle e al., 2023; Uni e sia Founda ion, 2023), i is necessa y ha SwD,
beyond amily suppo , ha e adequa e ex e nal unding o pe o m hei s udies on equal
e ms.
Simila ly, ex e nal ac o s in bo h coun ies ha e been shown o p o ide c i ical suppo
o labou ma ke ansi ion and inclusion. In pa icula , as o he esea ch has poin ed ou
(Bjø nshagen & Ug enino , 2021), his s udy indica es ha i is high ime o s ongly sup-
po PwD in gaining he necessa y wo k expe ience, bu also unde lines he impo ance o
being suppo ed o do in e nships ab oad. I also is essen ial ha wo ke s wi h disabili ies
ha e he necessa y adjus men s and inpu in he wo kplace and eel suppo ed in making
he decision o disclose hei disabili y (Aumann e al., 2021; Vo nhol e al., 2018). To
his end, i is impo an ha employe s ob ain su icien suppo and aining on how o
mobilise e ec i e wo kplace inclusion. I is also essen ial o aise awa eness among socie y
in gene al and employe s in pa icula o he bene i s and po en ials o employing PwD
(Odame e al., 2021).
Limi a ions and u u e esea ch
This s udy p o ides ele an esul s ha can be used o imp o e he condi ions o he suc-
cess o PwD in HE and in hei ansi ion o he labou ma ke . Ne e heless, his esea ch
elies exclusi ely on es imonies om PwD and does no include a de ailed analysis based
on he speci ic na u e o he disabili y. Fu u e esea ch could he e o e analyse he de e -
minan s o success acco ding o he ype o disabili y. In pa icula , i would be ele an
o analyse he complexi ies in he case o people wi h cogni i e disabili ies. F om he pe -
spec i e o he social model o disabili y, i is essen ial o inco po a e he pe spec i es o
key ac o s wi hin he social and p o essional en i onmen s o PwD. The e o e, conduc -
ing in-dep h in e iews wi h main igu es ac oss di e en domains would be highly el-
e an . These include indi iduals om he pe sonal sphe e ( amily membe s, pa ne s, and
iends), he academic sphe e ( acul y, classma es, ins i u ional heads, and disabili y sup-
po s a ), and he p o essional sphe e (colleagues, employe s, and ca ee guidance p o-
essionals). Fu he mo e, complemen ing hese in e iews wi h ocus g oup discussions
would p o ide an oppo uni y o pa icipan s o engage in collec i e e lec ion and dia-
logue. This app oach could yield aluable insigh s and con ibu e o he implemen a ion o
equi able and inclusi e p ac ices ha enhance he academic and labo ma ke inclusion o
PwD.
Highe Educa ion
Conclusions
F om a compa a i e and in e na ional pe spec i e and h ough he oices o GwD, his
s udy makes a ele an con ibu ion o imp o ing he academic and employmen inclu-
sion o PwD in Ge many and Spain by highligh ing he in e nal and ex e nal ac o s ha
need o be s eng hened o achie e eal success in HE and employmen inclusion (Edwa ds
e al., 2022). In his sense, his esea ch om a c i ical and p ac ical app oach has shown
ha i is c i ical o mo e away om he pe spec i e o he medical model and he ableis
concep ions o disabili y ha hold PwD exclusi ely esponsible o hei own inclusion.
Thus, i is necessa y o ecognise ha o PwD o success ully pu sue HE and ca ee s, hey
need ex e nal suppo o emo e ba ie s in he con ex a ound hem and in e nal suppo
o s eng hen and de elop he pe sonal capabili ies ha a e essen ial o success. Based on
his s udy, he au ho s would like o encou age HE ins i u ions o mobilise hei knowledge
and build su icien ly s ong suppo ne wo ks wi h companies o build mo e sus ainable,
democ a ic, and inclusi e socie ies.
Implica ions o p ac ice
HE ins i u ions, employe s, go e nmen s, and socie y as a whole mus ake u he s eps
owa ds inclusion and implemen ac ions ha e ec i ely p omo e he success o PwD in
bo h uni e si y and he labo ma ke . These ac ions should ocus, in pa icula , on c ea ing
en i onmen s based on uni e sal design in uni e si ies and wo kplaces, while also suppo -
ing he physical and psychological well-being o PwD. Achie ing his equi es an inc ease
in inancial esou ces alloca ed o inclusion in bo h coun ies, pa icula ly in Spain, whe e
he pe cen age o esou ces dedica ed o his a ea is lowe .
Addi ionally, awa eness- aising measu es mus be implemen ed in academic and p o es-
sional se ings, as well as in socie y a la ge. This can be achie ed h ough con e ences,
semina s, and aining sessions led by expe s in disabili y and inclusion, along wi h PwD
hemsel es. Fundamen ally, hese measu es should highligh he posi i e con ibu ions and
bene i s o he pa icipa ion o PwD in HE and he labo ma ke , ensu ing condi ions o
equi y and social jus ice.
Au ho con ibu ion All au ho s made subs an ial con ibu ions o e e y sec ion o he manusc ip and ha e
e iewed and app o ed i s inal e sion.
Funding Open Access unding enabled and o ganized by P ojek DEAL. This s udy was unded by he
Minis y o Science and Inno a ion o Spain, S a e Resea ch Agency and FEDER unds Eu opean Union
[g an numbe s EDU2020 - 112761RB- 100/Fede Funds]. The esea ch wo k was suppo ed by a Ba a ian
Equal Oppo uni ies Sponso ship – Realisie ung on Chancengleichhei on F auen in Fo schung und Leh e
(FFL) – Realiza ion Equal Oppo uni ies o Women in Resea ch and Teaching, ob ained by Rosa io Lopez-
Ga i a.This pape is pa o a pos doc o al ellowship Juan de la Cie a-T aining (JDC2022-049600-I)
ob ained by Inmaculada O ozco, unded by he Spanish Minis y o Science, Inno a ion and Uni e si ies/
S a e Agency/10.13039/501100011033 and by he Eu opean Union Nex Gene a ion EU/PRTR.
Da a A ailabili y The anonymized da a wi hou any iden i ying in o ma ion a e a ailable om he co e-
sponding au ho upon easonable eques .

Highe Educa ion
Decla a ions
E hics app o al and consen o pa icipa e This s udy was app o ed by he e hics commi ee o F ied ich-
Alexande Uni e si y E langen-Nü nbe g (Ge many) and he e hics commi ee o he Au onomous Commu-
ni y o Andalusia (Spain, code: 156/2021). All pa icipan s p o ided w i en in o med consen be o e aking
pa in he s udy.
Compe ing in e es s The au ho s decla e no compe ing in e es s.
Open Access This a icle is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional License,
which pe mi s use, sha ing, adap a ion, dis ibu ion and ep oduc ion in any medium o o ma , as long
as you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e Com-
mons licence, and indica e i changes we e made. The images o o he hi d pa y ma e ial in his a icle
a e included in he a icle’s C ea i e Commons licence, unless indica ed o he wise in a c edi line o he
ma e ial. I ma e ial is no included in he a icle’s C ea i e Commons licence and you in ended use is no
pe mi ed by s a u o y egula ion o exceeds he pe mi ed use, you will need o ob ain pe mission di ec ly
om he copy igh holde . To iew a copy o his licence, isi h p://c ea i ecommons.o g/licenses/by/4.0/.
Re e ences
Acca do, A. L., Bean, K., Cook, B., Gillies, A., Edging on, R., Kude , S. J., & Bomga dne , E. M. (2019).
College access, success and equi y o s uden s on he au ism spec um. Jou nal o Au ism and De el-
opmen al Diso de s, 49(12), 4877–4890. h ps:// doi. o g/ 10. 1007/ s10803- 019- 04205-8
Aichele, V., Be no , S., Hübne , C., K owo sch, S., Leise ing, B., Li schke, P., Pallei , L., Pöll-
mann, K., S iek, J. (2019). We Inklusion will, such Wege: zehn Jah e UN-Behinde en e-
ch skon en ion in Deu schland. Deu sches Ins i u ü Menschen ech e, Moni o ing-S elle
UN-Behinde en ech skon en ion.
Aumann, M., Mose , J., & Ra el, F. (2021). Disabili y mi g oßem A: S a egisches Managemen zu Inklu-
sion on Menschen mi Behinde ungen–Die Wi scha als T eibe in gesellscha liche Ve ände ung.
In A. Sihn-Webe (eds), CSR und Inklusion: Besse e Un e nehmenspe o mance du ch geleb e Teil-
habe und Wi ksamkei (pp.197–216). Sp inge . h ps:// doi. o g/ 10. 1007/ 978-3- 662- 62114-1_ 13
Bailey, K. M., F os , K. M., Casag ande, K., & Inge soll, B. (2020). The ela ionship be ween social expe i-
ence and subjec i e well-being in au is ic college s uden s: A mixed me hods s udy. Au ism, 24(5),
1081–1092. h ps:// doi. o g/ 10. 1177/ 13623 61319 892457
Baue , J., G o h, S., & Niehaus, M. (2016). Di e si y Kompe enz ü den Übe gang S udie ende mi Behin-
de ungen ins A bei sleben. In: Genko a, P., & Ringeisen, T. (Eds.), Handbuch Di e si y Kompe enz:
Band 2: Gegens andsbe eiche (pp. 497-512). Sp inge . h ps:// doi. o g/ 10. 1007/ 978-3- 658- 08853-8_ 35
Biewe , G., Buchne , T., She lin, M., Smy h, F., Šiška, J., Káňo á, Š, & Díaz, S. R. (2015). Pa hways o
inclusion in Eu opean highe educa ion sys ems. Al e , 9(4), 278–289. h ps:// doi. o g/ 10. 1016/j. al e .
2015. 02. 001
Bjø nshagen, V., & Ug enino , E. (2021). Labou ma ke inclusion o young people wi h men al heal h
p oblems in No way. Al e , 15(1), 46–60. h ps:// doi. o g/ 10. 1016/j. al e . 2020. 06. 014
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook o quali a i e esea ch (5 h ed.). SAGE.
Chiu, Y. C. J., Chang, H. Y. V., Johns on, A., Nascimen o, M., He be , J. T., & Niu, X. M. (2019). Impac
o Disabili y Se ices on Academic Achie emen among College S uden s wi h Disabili ies. Jou nal o
Pos seconda y Educa ion and Disabili y, 32(3), 227–245.
Cohen, L., & A ieli, T. (2011). Field esea ch in con lic en i onmen s: Me hodological challenges and
snowball sampling. Jou nal o Peace Resea ch, 48(4), 423–435. h ps:// doi. o g/ 10. 1177/ 00223 43311
405698
Collins, A., Azma , F., & Ren schle , R. (2019). ‘B inging e e yone on he same jou ney’: Re isi ing inclu-
sion in highe educa ion. S udies in Highe Educa ion, 44(8), 1475–1487. h ps:// doi. o g/ 10. 1080/
03075 079. 2018. 14508 52
Edwa ds, M., Poed, S., Al-Nawab, H., & Penna, O. (2022). Academic accommoda ions o uni e si y s u-
den s li ing wi h disabili y and he po en ial o uni e sal design o add ess hei needs. Highe Educa-
ion, 84(4), 779–799. h ps:// doi. o g/ 10. 1007/ s10734- 021- 00800-w
Eu opean Union (2022). P ac i ione oolki on s eng hening PES o imp o e he labou ma ke ou comes
o pe sons wi h disabili ies. h ps:// ec. eu opa. eu/ social/ BlobS e le ? docId= 26069 & langId= en
Highe Educa ion
Eu opean Union (2023). Special epo 20/2023: Suppo ing pe sons wi h disabili ies. h ps:// www. eca.
eu opa. eu/ de/ publi ca io ns/ SR- 2023- 20
Fab i, M., Fen on, G., And ews, P., & Bea on, M. (2022). Expe iences o highe educa ion s uden s on he
au ism spec um: S o ies o low mood and high esilience. In e na ional Jou nal o Disabili y, De el-
opmen and Educa ion, 69(4), 1411–1429. h ps:// doi. o g/ 10. 1080/ 10349 12X. 2020. 17677 64
F ancis, G. L., Duke, J. M., Fuji a, M., & Su on, J. C. (2019). “ I ’s a Cons an Figh :” Expe iences o Col-
lege S uden s wi h Disabili ies. Jou nal o Pos seconda y Educa ion and Disabili y, 32(3), 247–262.
Fulla on, S., & Duque e, C. (2016). Expe iences o S uden s wi h Lea ning Disabili ies in On a io Uni e -
si ies: A Case S udy. In e na ional Jou nal o Special Educa ion, 31(1), 55–66.
Gale, N. K., Hea h, G., Came on, E., Rashid, S., & Redwood, S. (2013). Using he amewo k me hod o
he analysis o quali a i e da a in mul i-disciplina y heal h esea ch. BMC Medical Resea ch Me hod-
ology, 13, 117. h ps:// doi. o g/ 10. 1186/ 1471- 2288- 13- 117
Gale, T., Mills, C., & C oss, R. (2017). Socially inclusi e eaching: Belie , design, ac ion as pedagogic
wo k. Jou nal o Teache Educa ion, 68(3), 345–356. h ps:// doi. o g/ 10. 1177/ 00224 87116 685754
Ge man Fede al Employmen Agency (2023). Focus on he labou ma ke : g adua es. h ps:// s a i s ik.
a bei sage n u . de/ DE/ Na ig a ion/ S a i s iken/ Themen- im- Fokus/ Be u e/ Akade mike innen/ Akade
mike innen- Na . h ml
Ge man Fede al S a is ical O ice (Des a is) (2024). Na ional accoun s, g oss domes ic p oduc . h ps://
www. des a is. de/ DE/ Home/_ inhal . h ml
Goegan, L. D., & Daniels, L. M. (2020). S uden s wi h LD a pos seconda y: Suppo ing success and he
ole o s uden cha ac e is ics and in eg a ion. Lea ning Disabili ies Resea ch & P ac ice, 35(1),
45–56. h ps:// doi. o g/ 10. 1111/ ld p. 12212
Jä kes ig Be gg en, U., Rowan, D., Be gbäck, E., & Blombe g, B. (2016). Disabled s uden s’ expe i-
ences o highe educa ion in Sweden, he Czech Republic, and he Uni ed S a es–A compa a i e
ins i u ional analysis. Disabili y & Socie y, 31(3), 339–356. h ps:// doi. o g/ 10. 1080/ 09687 599.
2016. 11741 03
Jones, D. R. (2020). A compa ison o success ajec o ies among non adi ional s uden s wi h a ying
abili ies.Jou nal o Pos seconda y Educa ion and Disabili y,33(4), 375–385. h ps:// iles. e ic. ed.
go / ull ex / EJ129 2930. pd
Ju, S., Zeng, W., & Landma k, L. J. (2017). Sel -de e mina ion and academic success o s uden s wi h
disabili ies in pos seconda y educa ion: A e iew. Jou nal o Disabili y Policy S udies, 28(3), 180–
189. h ps:// doi. o g/ 10. 1177/ 10442 07317 739402
Kiesel, L. R., DeZela , S., & Ligh oo , E. (2018). Challenges, ba ie s, and oppo uni ies: Social wo k-
e s wi h disabili ies and expe iences in ield educa ion. Jou nal o Social Wo k Educa ion, 54(4),
696–708. h ps:// doi. o g/ 10. 1080/ 10437 797. 2018. 15073 65
Kohli, J., & A encio, M. (2023). ‘The pe son wi h a disabili y ge s o de ine hei disabili y’: Explo ing
iden i y o ma ion h ough he oices o uni e si y s uden s. Disabili y & Socie y, 38(5), 819–841.
h ps:// doi. o g/ 10. 1080/ 09687 599. 2021. 19655 45
Kucka z, U. (2014). Quali a i e Inhal sanalyse. Me hoden, P axis, Compu e un e s ü zung. Bel z Ju en .
Lindsay, S., Caglios o, E., Alba ico, M., Mo aji, N., & Ka on, L. (2018). A sys ema ic e iew o he
bene i s o hi ing people wi h disabili ies. Jou nal o Occupa ional Rehabili a ion, 28, 634–655.
h ps:// doi. o g/ 10. 1007/ s10926- 018- 9756-z
Liu, Y., Chiu, Y. C. J., Guennouni, N., & Conye s, L. M. (2024). Ca ee de elopmen o college s uden s
wi h disabili ies: A scoping e iew. Jou nal o Ca ee De elopmen , 51(2), 254–298. h ps:// doi.
o g/ 10. 1177/ 08948 45324 12361 14
Mayo-Pais, M.E., Mo iña, A. & Mo gado, B. (2024). Wha is uni e si y success? G adua es wi h dis-
abili ies de ine i . Highe Educa ion. h ps:// doi. o g/ 10. 1007/ s10734- 024- 01308-9
Miles, M., & Hube man, A. (1994). Quali a i e da a analysis. Sage Publica ions.
Minis y o Educa ion and Voca ional T aining (2023). S a is ics on non-uni e si y educa ion. S uden s
wi h speci ic educa ional suppo needs.h ps:// www. educa cion pydep o es. gob. es/ dam/ jc : d110
b44- 403b- 426b- a1ba- aa8e0 b357a be/ no a esumen- 2023. pd
Mo iña, A., & Biagio i, G. (2022). Academic success ac o s in uni e si y s uden s wi h disabili ies: A
sys ema ic e iew. Eu opean Jou nal o Special Needs Educa ion, 37(5), 729–746. h ps:// doi. o g/
10. 1080/ 08856 257. 2021. 19400 07
Mo iña, A., Ton ini, L., & Pe e a, V. H. (2024). Ex e nal accomplice ac o s in uni e si y success:
Na a i es o g adua es wi h in isible disabili ies in I aly. In e na ional Jou nal o Educa ional
Resea ch, 124, 102316. h ps:// doi. o g/ 10. 1016/j. ije . 2024. 102316
Nadai, E., Canonica, A., Gonon, A., Ro ze e , F., & Lengwile , M. (2019). We en und Ve we en: Kon-
en ionen de Beschä igung on Menschen mi Behinde ungen in Wi scha und Wohl ah s aa .
Sp inge -Ve lag.
Highe Educa ion
Na ional Ins i u e o Educa ional E alua ion (2023). Expendi u e on educa ion pe pupil in Eu ope.
h ps:// sho u l. a / gEFJV
Niehaus, M., & Baue , J. (2013). Chancen und Ba ie en ü hochquali izie e Menschen mi Behinde -
ung. Übe gang in ein sozial e siche ungsp lich iges Beschä igungs e häl nis. Pilo s udie zu be u-
lichen Teilhabe, Abschlussbe ich , Ak ion Mensch.
Odame, L., Osei-Hwedie, B., Nke sia, W., Opoku, M. P., & Nano A hu , B. (2021). Uni e si y p epa a-
ion and he wo k capabili ies o isually impai ed g adua es in Ghana: A ace s udy. In e na ional
Jou nal o Inclusi e Educa ion, 25(11), 1287–1304. h ps:// doi. o g/ 10. 1080/ 13603 116. 2019. 16091 02
ONCE Founda ion (2021). VI epo o he obse a o y on disabili y and he labou ma ke in Spain.
h ps:// odism e . es/ si es/ de au l / iles/ 2021- 06/ INFOR ME% 206% 20ODI SMET. pd
Peschke, S. (2019). Analyse de Rolle de Hochschulbildung und de S uk u en ü S udie ende mi Behin-
de ung.Chancengleichhei und Hochschule, 137–198. h ps:// doi. o g/ 10. 1007/ 978-3- 658- 24497-2_3
Redshaw, S., & Deehan, J. (2024). Di e si ies in highe educa ion: Academics’ inclusi e iews and epo ed
p ac ices in a egional Aus alian uni e si y.Teaching in Highe Educa ion, 1–18. h ps:// doi. o g/ 10.
1080/ 13562 517. 2024. 23062 61
Römhild, A., & Hollede e , A. (2023). E ec s o disabili y- ela ed se ices, accommoda ions, and in eg a-
ion on academic success o s uden s wi h disabili ies in highe educa ion. A scoping e iew. Eu opean
Jou nal o Special Needs Educa ion, 39(1), 143–166. h ps:// doi. o g/ 10. 1080/ 08856 257. 2023. 21950 74
Russak, S., & Hellwing, A. D. (2019). Uni e si y g adua es wi h lea ning disabili ies de ine success and
he ac o s ha p omo e i . In e na ional Jou nal o Disabili y, De elopmen and Educa ion, 66(4),
409–423. h ps:// doi. o g/ 10. 1080/ 10349 12X. 2019. 15855 24
Salmi, J., & D’Addio, A. (2021). Policies o achie ing inclusion in highe educa ion. Policy Re iews in
Highe Educa ion, 5(1), 47–72. h ps:// doi. o g/ 10. 1080/ 23322 969. 2020. 18355 29
Sch eie , M. (2023). Quali a i e E hebungsme hoden. In M. Sch eie , G. Ech e ho , J. F. Baue , N. Wey-
dmann, & W. Hussy (Eds.), Fo schungsme hoden in Psychologie und Sozialwissenscha en ü Bach-
elo (pp. 247–279). Sp inge .
SEPIE-Spanish Se ice o he In e na ionalisa ion o Educa ion (2022). ERASMUS S a is ics. h p:// sepie.
es/ comun icaci on/ publi cacio nes/ es ad is ic as. h ml
Spanish Na ional S a is ical Ins i u e (2023). Repo on he labou ma ke o people wi h disabili ies. h ps://
sho u l. a / gowQ
Spanish Na ional S a is ical Ins i u e (2024). Spanish qua e ly na ional accoun ing. h ps:// www. ine. es/
dyngs/ P ensa/ a CNT R4T23. h m
S a is a Resea ch Depa men (2024). Inklusion: Schüle mi Fö de beda in Fö de schulen und Regelschu-
len bis 2022.
S einkühle , J., Beuße, M., K ohe , M., Ge des, F., Schwabe, U., Koopmann, J., Becke , K. Völk, D., Schom-
me , T., E ha d , M-C., Isleib, S., & Buchholz, S. (2023). Die S udie endenbe agung in Deu schland:
bes 3. S udie en mi eine gesundhei lichen Beein äch igung. Deu schen Zen ums ü Hochschul- und
Wissenscha s o schung.
UNESCO (2017). Educa ion o sus ainable de elopmen goals: Lea ning objec i es. h ps:// unesd oc. une-
sco. o g/ a k:/ 48223/ p 000 02474 44
Uni ed Na ions (2006). Con en ion on he igh s o pe sons wi h disabili ies (CRPD). h ps:// www. un. o g/
de el opmen / desa/ disab ili i es/ con e n ion- on- he- igh s- o - Pe so ns- wi h- disab ili i es. h ml
Uni e sia Founda ion (2023). V Uni e si y and Disabili y S udy. h ps:// www. unda cionu ni e sia. ne / con e
n / dam/ unda cionu ni e sia/ pd / VI% 20Es udio% 20Uni e si dad% 20y% 20Dis capac idad% 20ACC ESI-
BLE. pd
Vacca o, A., Daly-Cano, M., & Newman, B. M. (2015). A sense o belonging among college s uden s wi h
disabili ies: An eme gen heo e ical model. Jou nal o College S uden De elopmen , 56(7), 670–686.
h ps:// doi. o g/ 10. 1353/ csd. 2015. 0072
Vo nhol , K., Villo i, P., Muschalla, B., Baue , J., Colella, A., Zijls a, F., ... & Co biè e, M. (2018). Dis-
abili y and employmen –O e iew and highligh s.Eu opean Jou nal o Wo k and O ganiza ional Psy-
chology,27(1), 40–55. h ps:// doi. o g/ 10. 1080/ 13594 32X. 2017. 13875 36
Wieland, F. (2023).Inklusion on Menschen mi Behinde ungen in de Hochschulbildung: Eine mul ipe s-
pek i ische Be ach ung inklusi e Quali ä an baden-wü embe gischen Hochschulen. Bel z Ju en a.
Yssel, N., Pak, N., & Beilke, J. (2016). A doo mus be opened: Pe cep ions o s uden s wi h disabili ies in
highe educa ion. In e na ional Jou nal o Disabili y, De elopmen and Educa ion, 63(3), 384–394.
h ps:// doi. o g/ 10. 1080/ 10349 12X. 2015. 11232 32
Publishe ’s No e Sp inge Na u e emains neu al wi h ega d o ju isdic ional claims in published maps and
ins i u ional a ilia ions.