Technological resources and inclusive education: proposals and recommendations from university students with disabilities

Abstract

Currently, more and more Higher Education institutions are implementing technological resources within their classrooms. These enable the creation of learning environments that overcome physical barriers and expand opportunities for academic and social participation. Starting from this premise, the aim of the study is to analyze how emerging technological resources contribute to the development of inclusive teaching practices. Following the principles of qualitative methodology, interviews were carried out with 11 university students with disabilities, from six Andalusian universities (Spain). To process the data, the content of the interviews was analyzed based on different codes and categories previously created inductively. Among the results, the design of educational practices supported by technological resources stands out, leading to the optimization of students' learning and, therefore, their academic experiences. However, academic barriers are identified in its implementation. The conclusions evidenced that technological resources must be implemented in an accessible and inclusive manner, thus ensuring that all people, regardless of their individual needs, could participate fully in the university environment and adjusted to their needs.