Atención del profesorado universitario a estudiantes con necesidades educativas específicas

Abstract

This research analyzes the role university professors play in implementing an in-clusive approach to education and the difficulties they encounter in their work to impart education and guidance. The sample used for the study was comprised of 111 university professors who served students with special educational needs during the 2012/2013 academic year. They answered a questionnaire structured around four basic aspects: 1) information and training; 2) support and resources; 3) classroom per-formance; and 4) performance in the tutorials. The results showed university profes-sors are not prepared to offer an appropriate response to educational diversity. This necessitates training in the use of strategies and resources that would allow them offer all students personalized attention.