Inclusive Higher Education in Spain: Students With Disabilities Speak Out

Abstract

This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.