Guaranteeing inclusive, high-quality education for all requires comprehensive changes to the curriculum so that, instead of creating or perpetuating barriers, these barriers are eliminated. Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) emerge as teaching strategies that encourage inclusion in education. This study presents the implementation of both models within the higher education framework, applying them to the Spanish Sign Language and Deaf Communities degree that is studied by a large number of deaf students. For this purpose, a descriptive study is presented with a quantitative methodological approach using a survey as an instrument. Four dimensions were established for designing the curriculum: course materials, teaching strategies, synchronous course management, and asynchronous. After student assessment, the results revealed their high level of satisfaction and the importance these teaching strategies had for their motivation, comprehension, and learning of the relevant competencies. There was also recognition of the importance of blended teaching methods for active learning as a vehicle for increasing student involvement and participation. This study concludes that it is necessary to continue progressing in the practical implementation of teaching models based on Universal Design, which also supports course management.

La educación inclusiva, sostiene que la equidad debe ser el fin y el valor más preciado de los sistemas educativos actuales. Bajo esta premisa, el cambio y la innovación en la escuela son inherentes a tal fin para fomentar la igualdad de oportunidades. Estos cambios, entre otros, afectan a la metodología y a las estrategias docentes. De este modo, educar sin exclusiones corresponderá también a los docentes. Desde esta perspectiva se aborda la presente investigación, con el objetivo de aproximarnos a la realidad sobre el conocimiento y uso de estrategias didácticas que pongan en práctica el diseño universal para el aprendizaje (DUA) de los docentes de educación básica. Así, se presenta un estudio descriptivo en el que se ha utilizado una metodología mixta que ofrece tanto datos cuantitativos como cualitativos. La muestra final es de 26 docentes, que trabajan con niños entre 7 y 12 años, de 4 establecimientos educativos: 2 fiscomisionales, 1 particular y 1 bilingüe intercultural, representados en 3 regiones naturales de Ecuador. Los resultados principales reflejan el conocimiento limitado del DUA y sus principios y, por otro lado, la demanda de los docentes de formación especializada en atención a la diversidad e inclusión educativa a través del diseño universal del aprendizaje. Destacan el tipo de intervención docente y el grado de implicación y participación del alumnado en función de la zona geográfica del país.

Social changes, technological evolutions, globalization and even the achievement of sustainable development objectives require the adoption of new business models, in which innovations are considered a cornerstone of achieving and maintaining a competitive and a social advantage. This descriptive and quantitative study discusses the results obtained after implementing an open innovation program to promote access to internships for university students with disabilities, in which three multi-national companies have participated. We used the Job Typicalness, Quality of Work Life and Employment Maturity Interview Questionnaires to collect information. The results show that the jobs performed by disabled participants are similar to those of other workers. This job typicality positively influences their perception of quality of life and job satisfaction. The open innovation process has focused on collaboration to provide accessibility and equity to the procedures of human resources departments for access to employment, that is, external collaboration has been used to offer an equal-opportunity hiring process. The information obtained allows us to conclude that companies need to increase their training and/or knowledge in the fields of diversity and inclusion to eliminate the barriers of access to employment found in hiring processes. This study reveals the importance of this type of open innovation among companies and organizations, not only for establishing diversity-sensitive human resources policies, but also for promoting the talent attraction with equal opportunities and an inclusive labour market.

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.

Lograr una educación inclusiva y de calidad que se ajuste a las necesidades de todas las personas sigue siendo, hoy en día, un reto para nuestra sociedad. El debate generado durante décadas sobre cómo debe ser la enseñanza del alumnado sordo y con discapacidad auditiva parece que, poco a poco, se va disipando. Los beneficios de una educación bilingüe en la que la lengua de signos tenga protagonismo ya están más que demostrados. Sin embargo, crear espacios de aprendizaje inclusivos en las universidades para el alumnado sordo signante se ha convertido en un nuevo desafío. En este trabajo presentamos un caso de estudio en el que analizamos el papel que tuvo la lengua de signos española como lengua vehicular en la generación de espacios presenciales y virtuales completamente inclusivos, bilingües y multimodales. Los resultados obtenidos mediante una entrevista en profundidad a una alumna sorda y, a través de la encuesta de sus compañeras, apoyan la idea de que una enseñanza superior inclusiva para los sordos es posible.

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.