Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers’ self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened.

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

In recent years, there has been a considerable increase in the number of university students with disabilities in Spain, as in other countries. Access to and completion of studies in higher education has been identified as a factor that improves the educational and labor inclusion of these people. However, this group of students faces difficulties in completing their studies, as they encounter problems in carrying out their internships, which is an obligatory element of many degrees. Our quantitative research study presents the results of the Generating Professional Skills (GPS) program for the development of vocational maturity based on training itineraries, carried out by the University Unit of Attention to People with Disability. The main results show an increase in vocational maturity and position tutoring as a fundamental part of the educational inclusion process, as well as a key role of the support services for those with disabilities to experience a more inclusive and quality education, thus aligning with objective 4 of the 2030 Sustainable Development Goals. SDG. The information collected allows us to conclude that these programs increase the vocational maturity and the knowledge and competencies of students with disabilities and, therefore, are key elements for the success in accessing and obtaining internships and for the successful completion of their studies.

Different authors discuss the inclusion of attention services for students with disabilities in Spanish universities. However, in order to foster true inclusion, it is important for the entire university community to participate. In this sense, there are still no common tools or standardized protocols which enable the special educational needs of university students with disabilities to be attended to similarly at different higher education institutions. This article seeks to describe the initiative called Curricular Adaptations for University Students with Special Educational Needs (CAUSSEN) developed by the team in the Attention Unit for Persons with Disabilities and Special Education Needs at the University Rey Juan Carlos, which was implemented in the academic year 2016–17. Likewise, it also assesses the usefulness of this tool by the teachers’ assessment based on the satisfaction and level of perceived self-efficacy in attending to the special educational needs of students with disabilities.

Agenda 2030 expresses, through the Sustainable Development Goals (SDG), and in particular through No. 4, the need to ensure an inclusive and equitable education, which promotes learning opportunities for all. At the university level, all students are urged to acquire the necessary theoretical and practical knowledge to promote sustainable development, so that they become graduates capable of facing the challenges of the future and the real demands of a society marked by heterogeneity, including the needs of people with some kind of disability. In this sense, the present work analyzed the impact of a transversal training program in Design for All on university degree students. For this purpose, a descriptive and comparative ex post facto study was developed in which the impact of an online training program was quantified by establishing comparative pre- and post-training. The results indicate that the approach, through the delivery of a training xplain eon Design for All, contributed to a change in the perceptions of students regarding disability, its role in the university and in the future workplace. Furthermore, it increased the knowledge of institutional action undertaken in terms of awareness and approach to human disability.

Planteamiento y Desarrollo de un Itinerario Formativo Universitario Dirigido a Personas con Discapacidad Intelectual: Estructura y Resultados de su Implantación