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’ physical, curricular, and relational access and comply with a “reasonable accommodation” 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’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ 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.

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

Teacher professional development (TPD) is a process that ensures that teachers acquire the skills necessary to address the complex needs of 21st century children. To this end, over the last decade, the European Higher Education Area (EHEA) has undergone modifications, incorporating active and innovative methodologies in the study plans. Aligned with these principles, this research aims to evaluate the reforms implemented in Spanish universities for the initial training of early childhood education teachers. The opinions of 1048 future teachers from four Spanish universities were collected through a Likert-type questionnaire, measuring students’ perceptions of four factors: curricular design/planning, curricular implementation, evaluation strategies, and participation and interaction in the classroom. Perceptions on the first two factors are considered adequate and satisfactory, while problems persist in the third and fourth factors. Considering the results, we reflect on areas for improvement to provide early childhood education professionals with competencies in line with future roles and demands.

This article explores teachers’ perceptions concerning educational inclusion as part of an inclusive culture. The study focuses on compulsory education from the teachers’ point of view. We used three factors indicated in the “Index of Inclusion”: inclusive values, degree of participation in the educational community, and the teachers’ perceptions of the educational response offered to SEN students. To comply with the proposed objective, we explored nine variables to understand their influence on the attitudes of teachers and other professionals towards educational inclusion. These variables were gender, age, teaching seniority, educational stage, professional profile, type of center, geographic location of the center, years of experience and characteristics of SEN students, as well as the training received to meet the needs of all students. We found significant differences in the variables of age, educational stage, student characteristics, and training received, and recommendations are provided to address the needs detected.

La formación del profesorado en diversidad sexo-genérica es esencial para lograr una educación inclusiva. Este estudio se centra en la percepción y las prácticas educativas de estudiantes de educación superior en relación con la diversidad sexo-genérica. Participaron 269 estudiantes de diversas universidades y titulaciones de educación, evaluándose su conocimiento mediante una escala de estimación tipo Likert con 20 ítems, agrupados en tres factores: identidad de género, orientación sexual y discriminación. Los resultados indican un conocimiento medio sobre diversidad sexo-genérica, destacando los conceptos relacionados con el colectivo LGBTIQ+, y observándose dificultades en términos como "Demisexual", "Androcentrismo" y "Teoría Queer". Se han encontrado diferencias estadísticamente significativas por género, edad, titulación e ideología. En última instancia, se subraya la importancia de comprender la diversidad sexo-genérica para construir una escuela inclusiva y ética así como la necesidad de proporcionar una formación al profesorado para mejorar su capacitación profesional.