Inclusive Academic Persistence in Higher Education: A Longitudinal Cohort Study with Students with Disabilities

Abstract

The inclusion of students with disabilities in higher education remains one of the major challenges faced by contemporary universities. Although access policies have expanded significantly over recent decades, important questions remain regarding student persistence and academic success. The aim of this study was to analyze academic trajectories, persistence, and academic performance among students with disabilities through a longitudinal cohort design in an Ecuadorian higher education institution. A quantitative, retrospective, longitudinal, and observational study was conducted using institutional records from the academic periods April–August 2024 and April–August 2025. The initial cohort consisted of 558 students with disabilities, with an academic persistence rate of 56.63%. Descriptive analyses, Chi-square tests, Spearman correlation, and analysis of variance were performed. Results indicated that gender, disability type, and disability percentage were not significantly associated with academic persistence. Likewise, the relationship between disability percentage and academic performance was weak and non-significant. However, significant differences in academic performance were observed across disability types. Findings suggest that university persistence is more strongly associated with academic, institutional, and socioecological factors than with disability-related characteristics. As a theoretical contribution, the Ecological Model of Inclusive Academic Persistence (MEPAI) is proposed to explain persistence through a multidimensional framework. The study concludes that universities should strengthen accessibility measures, educational guidance services, academic tutoring, and comprehensive support systems to foster successful academic trajectories.