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Figure 2. Semantic network of categories and subcategories. Based on the figure above, we can establish that the research has revealed valuable perspectives of university students with disabilities in relation to the implementation of ICT in higher education. Four main categories stand out: types of technologies, opportunities, obstacles, and proposals for improvement.

Figure 2 Semantic network of categories and subcategories. Based on the figure above, we can establish that the research has revealed valuable perspectives of university students with disabilities in relation to the implementation of ICT in higher education. Four main categories stand out: types of technologies, opportunities, obstacles, and proposals for improvement.

Related Figures (3)

Figure 1. Research methodology. In order to achieve the objective established in this research, a qualitative methodology based on the interpretative paradigm was used. The use of a qualitative methodology in this study is fundamental for examining phenomena of a social nature, with the intention of understanding the reality surrounding students with disabilities at a specific moment in time [26]. The diagram presented in Figure 1 describes the research methodology: 3.2. Sampling and Selection of Participants
Figure 1. Research methodology. In order to achieve the objective established in this research, a qualitative methodology based on the interpretative paradigm was used. The use of a qualitative methodology in this study is fundamental for examining phenomena of a social nature, with the intention of understanding the reality surrounding students with disabilities at a specific moment in time [26]. The diagram presented in Figure 1 describes the research methodology: 3.2. Sampling and Selection of Participants
Table 2. Table of categories, subcategories, and empirical findings.
Table 2. Table of categories, subcategories, and empirical findings.
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