ACADEMIC AND CAREER EMPOWERMENT FOR PORTUGUESE STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

Abstract

Efforts to advance the rights of people with disabilities, particularly in education and employment, are increasing. Despite legislative progress, inclusion in higher education remains secondary in institutional priorities. This study reports on a seven-month project aimed at supporting Students with Specific Educational Needs (SSEN) at a Higher Education Institution (HEI) in central Portugal. Its specific objectives included: i) identifying the levels of SSEN’s autonomy in the university environment; ii) analysing the learning strategies they used; iii) and fostering the development of skills that contribute to professional inclusion. The project was coordinated by a multidisciplinary team of professors, involving a psychologist and a social education technician, who provided individualized psycho-pedagogical and employability support (156 sessions in total). Activities focused mainly on guidance in study methods, assistance with academic assignments, definition of learning support measures, and career counselling, including networking and facilitation of socio-professional experiences. Collaboration with professors, institutional offices, and external partners ensured holistic support. Positive outcomes included improvements in academic performance, writing quality, organization, self-confidence, autonomy, and motivation. Employability interventions promoted awareness of accessible workplaces, job-search skills, and networking, reinforced through practical experience and customized guidance. Results indicate high engagement and satisfaction among students: 92.9% rated the support as “very satisfied”, and all students valued its continuity, with half considering it indispensable. This project demonstrates that coordinated and personalized interventions are crucial. HEI thus play a key role in empowering SSEN to participate fully, not only academically but also professionally, promoting equitable pathways toward meaningful inclusion in the system education, in the labour market and, more broadly, in long-term social participation.