The study will discuss the student with a disability in higher education, based on the analysis of official documents and actions of architectural, pedagogical and attitudinal accessibility, understood as a means to enter and remain at this level of education. The objectives are expressed in analyzing institutional policies regarding accessibility in higher education, as well as verifying and reflecting on accessible actions for students with disabilities at this level of education. The theoretical framework is based on educational policies and contributions from authors who discuss accessibility in higher education. Methodologically, the study presents a qualitative character, through the exploratory research, with the literature review. Regarding the results, it was observed that accessibility in higher education remains in the theoretical field, which makes it impossible for institutional policies to materialize. In short, the moment is to re-signify actions that allow discussions and, above all, the effectiveness of policies within institutions, in order to deconstruct architectural, pedagogical and attitudinal barriers to think of an academic environment that experiences inclusive values and principles.
