Esta investigación tiene como objetivo identificar las barreras de inclusión que experimenta el estudiantado con discapacidad visual (DV) en educación superior en México. Se utilizó un método cualitativo, a través de la entrevista a profundidad para explorar las perspectivas e ideas del alumnado, como una fuente necesaria de información que aporte a la comprensión y generación de procesos más inclusivos en educación superior (ES). Participaron diez estudiantes de diversas carreras y semestres, de ocho universidades de México. A partir de los datos analizados se organizaron las respuestas por temáticas centradas en indagar los antecedentes educativos y las barreras de inclusión existentes en ES y cómo el alumnado con discapacidad visual las afronta. Los resultados apuntan a una mejora en la infraestructura para mayor accesibilidad y movilidad en los espacios comunes de interacción social, mayores apoyos tiflotecnológicos y tiflotécnicos para el acceso al aprendizaje, así como a la formación y capacitación docente en metodologías de enseñanza, ajustes razonables y diversificación del contenido. Se concluye con la reconsideración de los aspectos que obstaculizan la construcción del conocimiento y el aprendizaje del alumnado con DV y que son indispensables para su inclusión en las instituciones de educación superior.
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