Teacher actions for an inclusive practice in the university

Abstract

This paper analyzes the actions that the faculty of a Spanish university carries out to contribute to the inclusion of students with disabilities. To carry out the study, we conducted semi-structured interviews with 20 faculty members. Results present different actions that faculty members put into practice to adjust methodology, materials, and evaluation. The conclusion points out the need to subjects to contemplate actions that make possible the answer to the needs derived from the disability, as well as it recommends the planning of the syllabus from the principles of the universal design of learning.