{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T21:19:25Z","timestamp":1790716765931,"version":"4.1.0"},"reference-count":42,"publisher":"MDPI AG","issue":"21","license":[{"start":{"date-parts":[[2021,11,6]],"date-time":"2021-11-06T00:00:00Z","timestamp":1636156800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"University of Leon","award":["GID_015_GADIULE"],"award-info":[{"award-number":["GID_015_GADIULE"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJERPH"],"abstract":"<jats:p>The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students\u2019 physical, curricular, and relational access and comply with a \u201creasonable accommodation\u201d policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students\u2019 accessibility to facilities and resources; the teachers\u2019 willingness to respond to students with disabilities and special educational needs (SEN); the teachers\u2019 curricular adjustments to meet those needs; the students\u2019 interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.<\/jats:p>","DOI":"10.3390\/ijerph182111667","type":"journal-article","created":{"date-parts":[[2021,11,7]],"date-time":"2021-11-07T20:41:14Z","timestamp":1636317674000},"page":"11667","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":29,"title":["Faculty of Education Professors\u2019 Perception about the Inclusion of University Students with Disabilities"],"prefix":"10.3390","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8973-7994","authenticated-orcid":false,"given":"Rosa-Eva","family":"Valle-Fl\u00f3rez","sequence":"first","affiliation":[{"name":"Department of General and Specific Didactics and Educational Theory, University of Le\u00f3n, 24071 Le\u00f3n, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8066-2546","authenticated-orcid":false,"given":"Ana Mar\u00eda","family":"de Caso Fuertes","sequence":"additional","affiliation":[{"name":"Department of Psychology, Sociology and Philosophy, University of Le\u00f3n, 24071 Le\u00f3n, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1003-6739","authenticated-orcid":false,"given":"Roberto","family":"Baelo","sequence":"additional","affiliation":[{"name":"Department of General and Specific Didactics and Educational Theory, University of Le\u00f3n, 24071 Le\u00f3n, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1298-8549","authenticated-orcid":false,"given":"Sheila","family":"Garc\u00eda-Mart\u00edn","sequence":"additional","affiliation":[{"name":"Department of General and Specific Didactics and Educational Theory, University of Le\u00f3n, 24071 Le\u00f3n, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2021,11,6]]},"reference":[{"key":"ref_1","unstructured":"UNESCO (2015). 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