This article presents an analysis of the actions developed by the Student Support and Assistance Center (NAE) at the Jacarezinho Campus of the State University of Northern Paraná (UENP) during 2024 and 2025, with a focus on promoting inclusive education in higher education. Grounded in theoretical frameworks such as Mantoan (2006), who understands inclusion as institutional transformation; Freire (1996), who advocates for a dialogical and emancipatory education; Sassaki (2010), who proposes full inclusion under equal conditions; and Oliveira et al. (2024; 2025), who highlight the need for cultural and institutional changes in higher education, this study is also anchored in the Brazilian Inclusion Law (Brasil, 2015) and the National Policy on Special Education from the Perspective of Inclusive Education (Brasil, 2008). Methodologically, the research is based on institutional data obtained through the SUAP system and on experience reports from the practices of the Pedagogical and Psychological Support staff. The results reveal advances in accessibility and support for students with disabilities, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and learning difficulties, while also exposing persistent challenges related to teacher training, the need to extend the working hours of support professionals, and the acquisition of assistive technologies. It is concluded that the consolidation of an inclusive university requires interdisciplinary actions and a cultural shift that values diversity as a structuring principle.
Oliveira et al. (Wed,) studied this question.