ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1561841
This article is part of the Research TopicEducation To Enhance The Inclusion Of All LearnersView all 10 articles
The Response to Disability in Higher Education: An Analysis of Programmes and Services for People with Disabilities. The Case of the University of La Laguna
Provisionally accepted
- 1Universidad de La Laguna, San Cristobal de La Laguna, Spain
- 2University of La Laguna, San Cristóbal de La Laguna, Spain
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This study aims to analyse the Ads and perceptions of students with disabilities and their teachers at the University of La Laguna (ULL), focusing on the implemented inclusion strategies and their effectiveness. Employing a mixed-methodology approach, the research combined quantitative and qualitative analyses. Questionnaires and structured interviews were conducted with 115 participants-36 students with disabilities and 79 teachers-between 2016 and 2018. The SPSS software facilitated the statistical analysis, while interview content was examined using qualitative analysis techniques. The findings underscore the importance of fostering close relationships between students, faculty, and the Programme for Students with Specific Support Needs (PAED). Challenges related to both physical and communicative accessibility were identified, highlighting a significant need for diversity training for both faculty and PAED staff. Moreover, the study revealed a pervasive lack of an integrated culture of inclusion within university policies and practices. The study emphasises the urgent need for enhanced inclusion strategies at ULL, focusing on improving accessibility and training faculty and technical staff. Strengthening the relationship between PAED, faculty, and students is also crucial. Despite limitations associated with the sample size, this study provides valuable insights into improving the educational response to diversity in the university context.
Keywords: Inclusive education, Disability, higher education, Educational needs, Inclusion strategies, university 1
Received: 16 Jan 2025; Accepted: 19 Jun 2025.
Copyright: © 2025 Márquez-González, Martínez-Murciano, Olmos Raya and Pérez-Jorge. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: David Pérez-Jorge, Universidad de La Laguna, San Cristobal de La Laguna, Spain
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