Full Te ms & Condi ions o access and use can be ound a
h ps://www. and online.com/ac ion/jou nalIn o ma ion?jou nalCode=cdso20
Disabili y & Socie y
ISSN: 0968-7599 (P in ) 1360-0508 (Online) Jou nal homepage: h ps://www. and online.com/loi/cdso20
How do Spanish disabili y suppo o ices
con ibu e o inclusi e educa ion in he uni e si y?
Anabel Mo iña, Rosa io López-Ga i a & Bea iz Mo gado
To ci e his a icle: Anabel Mo iña, Rosa io López-Ga i a & Bea iz Mo gado (2017) How do
Spanish disabili y suppo o ices con ibu e o inclusi e educa ion in he uni e si y?, Disabili y &
Socie y, 32:10, 1608-1626, DOI: 10.1080/09687599.2017.1361812
To link o his a icle: h ps://doi.o g/10.1080/09687599.2017.1361812
Published online: 29 Aug 2017.
Submi you a icle o his jou nal
A icle iews: 302
View ela ed a icles
View C ossma k da a
Ci ing a icles: 2 View ci ing a icles
How do Spanish disabili y suppo o ices con ibu e o
inclusi e educa ion in he uni e si y?
AnabelMo iñaa, Rosa ioLópez-Ga i ab and Bea izMo gadoc
aFacul y o Educa ion, Depa men o Educa ion, Uni e si y o Se ille, Se ille, Spain; bDepa men o
Accoun ing and Finance, School o Economics and Business, Uni e si y o Se ille, Se ille, Spain; cFacul y
o Educa ion, Depa men o Educa ional and De elopmen al Psychology, Uni e si y o Se ille, Se ille,
Spain
ABSTRACT
This a icle analyzes he unc ioning o disabili y suppo
o ices and hei con ibu ion o inclusi e educa ion in
se en Spanish uni e si ies om he pe spec i e o s a .
Using a quali a i e me hodology, in e iews wi h o ice
s a we e conduc ed, and da a we e analyzed h ough an
induc i e coding sys em. The esul s a e o ganized a ound
i e hemes: cha ac e is ics o disabili y suppo o ices, s a
aining, unc ions pe o med by di e en se ices, ba ie s
and oppo uni ies iden i ied by o ice s a , and p oposals o
imp o e a en ion gi en o disabled s uden s. In o ma ion
ga he ed leads o he conclusion ha he wo k ca ied
ou in disabili y suppo o ices mus ecei e suppo om
uni e si ies, as hese o ices a e a key elemen o he access
and e en ion o s uden s wi h disabili ies in he uni e si y
and o he success ul comple ion o hei s udies.
Poin s o in e es
• Disabili y suppo o ices in uni e si ies con ibu e o inclusi e educa ion in
highe educa ion.
• The esea ch ound ha disabili y suppo o ices may wo k wi h a e y small
numbe o s uden s.
• Some s uden s a e no known o disabili y suppo o ices because hey p e-
e no o disclose hei disabili ies.
• The esea ch concluded ha oca ional guidance is a key ac o leading o
access o he uni e si y.
• Disabili y suppo o ice s a conside ed hey a e no su icien ly ained, so
mo e ac ions a e needed in his di ec ion.
© 2017 In o ma UK Limi ed, ading as Taylo & F ancis G oup
ARTICLE HISTORY
Recei ed 3 No embe 2016
Accep ed27 July 2017
KEYWORDS
Highe educa ion; disabili y
suppo o ices; inclusi e
educa ion; ba ie s; aids
CONTACT Anabel Mo iña [email p o ec ed]
DISABILITy & SocIETy, 2017
VoL. 32, No. 10, 1608–1626
h ps://doi.o g/10.1080/09687599.2017.1361812
DISABILITY & SOCIETY 1609
In oduc ion
The Eu opean Union is commi ed o inclusi e educa ion wi hin he amewo k o
highe educa ion. Fo his pu pose, i p oposes he c ea ion o uni e si y suppo
plans and se ices o imp o e he access and educa ional inclusion o non- adi-
ional s uden s, among whom a e s uden s wi h disabili ies (Eu opean Commission
2010).
As in o he coun ies (Tinklin, Riddell, and Wilson 2004), Spanish uni e si y
egula ions acknowledge ha uni e si ies should p o ide app op ia e suppo
and counseling se ices o s uden s wi h disabili ies (Royal Dec ee 1393/2007).
As a esul o his legisla ion, mos Spanish uni e si ies cu en ly ha e a disabili y
suppo o ice. The exis ence o hese o ices is especially necessa y because in
Spain, as in o he coun ies (Ko bel e al. 2011; Seale e al. 2015), he numbe o
s uden s wi h disabili ies has ecen ly inc eased. In ac , in 2011 he e we e 18,418
s uden s wi h some ype o disabili y bu in 2015 he e we e 21,577 s uden s wi h
disabili ies en olled in Spanish uni e si ies.
Ano he aspec o conside is ha some esea ch sugges s s uden s wi h dis-
abili ies ha e a g ea e isk o p ema u ely d opping ou o uni e si y s udies in
compa ison o s uden s wi hou disabili ies (Mamiseish ili and Koch 2011; Quinn
2013). This shows ha gua an eeing access o he uni e si y is no su icien ; i is
also necessa y o design policies and s a egies ha encou age s uden s o emain
in he uni e si y and success ully inish hei s udies (Thomas 2016). This is pa icu-
la ly impo an when aking in o accoun ha highe educa ion o e s oppo uni-
ies o social and occupa ional inclusion (Johnson and No d 2011). Acco dingly,
s uden s wi h disabili ies who ha e pa icipa ed in a ious in es iga ions ha e
a gued ha a ending uni e si y should be compulso y o people wi h disabil-
i ies, as i is conside ed a way o imp o e hei quali y o li e and occupa ional
inse ion (Mo iña 2017; Moswela and Mukhopadhyay 2011). Howe e , ob iously,
no all s uden s wi h disabili ies can o wish o a end uni e si y. Ne e heless,
mechanisms should be o eseen o ensu e he bes oppo uni ies o people wi h
disabili ies a e o e ed, including uni e si y o non-uni e si y aining, depending
on hei possibili ies and p e e ences.
In he same ein and acco ding o Tinklin, Riddell, and Wilson (2004), s uden s
wi h disabili ies ep esen a challenge o he uni e si y, no only in e ms o phys-
ical access o he buildings, bu also wi h ega d o a much b oade access o he
cu iculum, eaching, and assessmen sys ems. As Shaw (2009) no ed, changes
unde aken o he inclusion o uni e si y s uden s wi h disabili ies a e bene icial
o all o he s uden s.
The eali y, howe e , is ha s uden s wi h disabili ies mus o e come an obs acle
cou se du ing hei uni e si y ajec o y whe e ins i u ions do no adop su icien
s a egies o elimina e he ba ie s hey ace (Gibson 2012, 2015). Mo ing owa d
he p inciples o inclusi e educa ion is s ill a challenge o he highe educa ion
sec o . In his con ex , we a gue, uni e si ies should adop Oli e ’s (1990) social
1610 A. MORIÑA ET AL.
model o disabili y. This model emphasizes he need o ins i u ions o be ans-
o med o emo e ba ie s so ha s uden s wi h disabili ies can pa icipa e in
he same condi ions as he es o he s uden s. I is a gued ha he p ac ices,
a i udes, and policies o he social con ex gene a e he ba ie s and/o oppo -
uni ies ha hinde o a o access and pa icipa ion in he di e en a eas (Oli e
1990). Acco ding o his model, uni e si ies should a oid he use o medical labels
o iden i y he lea ning needs o s uden s wi h disabili ies, and make e o s o
es ablish he model as pa o a daily p ac ice, wi h inclusi e eaching s a egies
(Ma hews 2009).
Resea ch on he opic o highe educa ion and s uden s wi h disabili ies e eals
bo h posi i e oppo uni ies and nega i e ba ie s in he s uden s’ uni e si y ajec-
o ies (Mullins and P eyde 2013). Wi h ega d o he emo al o disabling ba ie s,
possibly he mos impo an a e a i udinal issues o acul y and s a . Resea ch
shows ha easons o d opping ou o highe educa ion a e o en un ela ed o
academic abili y bu ins ead a e associa ed wi h p essu es conce ning suppo o
access and accommoda ion and acul y a i udes (Fulle e al. 2004). In addi ion,
o he ypes o ba ie s a e iden i ied by s uden s wi h disabili ies, such as a chi-
ec u al ba ie s, access o in o ma ion, ules ha a e no applied, he p ocess o
disclosu e (s uden s wi h disabili ies o en p e e o be ea ed like non-disabled
s uden s and will some imes he e o e conceal hei disabili y), o me hodologies
ha do no a o inclusion (Mullins and P eyde 2013; S nado á, Hájko á, and
K e ono á 2015).
In he speci ic case o disclosu e o impai men upon eaching he uni e si y,
esea ch has shown many s uden s wan o go unno iced, especially s uden s
whose disabili ies a e in isible (Ma hews 2009). They conside he s age o en e -
ing uni e si y as an oppo uni y o ein en hemsel es and o e esh an iden i y
ha may ha e been damaged du ing o he educa ional s ages (P owse 2009).
S igma iza ion (Go man 1963) ha disabled s uden s may ha e expe ienced a
o he momen s o hei li es may lead o hei p e e ing hei disabili y o be
undisclosed so hey can enjoy a college expe ience as ‘no malized’ as possible and
in simila condi ions o hei classma es. On ano he hand, many o he ba ie s
iden i ied by s uden s wi h disabili ies a e also sha ed by he es o he s uden s
(Adams and Holland 2006; Mad iaga e al. 2010). Ne e heless, o people wi h
disabili ies, hese issues may be mo e complex and may need ime o esol e.
Wi h ega d o he majo equi emen s o assis ance, he suppo se ices o he
uni e si y, modi ica ions o syllabus (addi ional s udy ime and al e na i e o ma s
o examina ions, lea ning s a egies), and amily suppo o pee suppo ha e
been iden i ied as no ewo hy (Lomba di, Mu ay, and Ge des 2011; S nado á,
Hájko á, and K ě oňo á 2015). Indi idual acul ies wi hin he ins i u ion a e key
o he success o disabled s uden s in uni e si y li e; he deg ee o knowledge o
disabili y, a i udes held, and he ange o s a egies used o p o ide academic
accommoda ions wi hin he acul y a e key de e minan s o inclusion.
DISABILITY & SOCIETY 1611
Mos s udies ca ied ou o da e on disabili y and uni e si y concen a e on
analysis o he opinion o he s uden s wi h disabili ies, e y seldom conside ing
he pe spec i e o o he uni e si y agen s. The e a e ew s udies om he pe -
spec i e o he s a o he uni e si y suppo se ices. Ne e heless, he e is some
e idence in he in e na ional li e a u e, such as he wo ks by Fossey e al. (2017),
Koca-A abey (2017), Riddell, Tinklin, and Wilson (2005) and Thomas e al. (2002)
which all conclude ha he exis ence o suppo se ices in academic ins i u ions
is essen ial o he success o s uden s wi h disabili ies. In gene al, al hough mos ly
hese se ices equi e imp o emen , hey a e ecognized as acili a o s o educa-
ional inclusion (López Ga i a and Mo iña 2015).
In s udies ca ied ou in Spain ( o example, Cabeza e al. 2014; Díez e al. 2011;
Fe ei a, Viei a, and Vidal 2014; Sánchez 2009), conside able he e ogenei y o disa-
bili y suppo o ices has been highligh ed. Such o ices di e in name, he o gani-
za ional s uc u e in which hey a e loca ed, he numbe and aining o he se ice
s a , he p og ams and se ices o e ed, o he speci ic legisla ion de eloped by
each uni e si y. All o hese di e ences ha e an impac on he quali y and ype o
a en ion gi en o s uden s wi h disabili ies.
The pu pose o his s udy is o analyze he unc ioning o he disabili y suppo
o ices in se en Spanish uni e si ies and o de e mine how hese o ices can con-
ibu e o inclusi e educa ion in highe educa ion.
Me hod
This a icle is based on a esea ch p ojec inanced by he Regional Go e nmen
o Andalusia (P11-SEJ-7255, 2013–2016). The goal o ou s udy was o explo e ele-
men s o policy and p ac ice ha could hinde o con ibu e o inclusi e educa ion
in he uni e si y om he iewpoin o s a om he disabili y suppo se ices.
Speci ically, his a icle ocuses on analyzing how he disabili y suppo o ices
unc ion and con ibu e o he inclusion in he uni e si y o s uden s wi h disabil-
i ies. Fi e esea ch ques ions guided his wo k:
• Wha a e he de inining cha ac e is ics o disabili y suppo se ices in he
Spanish uni e si ies s udied?
• Wha aining p o ile do s a ha e?
• Wha unc ions and ac ions a e ca ied ou by he disabili y suppo se ices?
• Wha ba ie s and aids a e iden i ied by o ice s a ?
• How could he ac ions ca ied ou by he disabili y suppo se ices imp o e?
To collec a sample o esponden s we con ac ed he disabili y suppo se ices
o nine public uni e si ies in he sou he n a ea o Spain (Au onomous Andalusian
Communi y). Howe e , only he se ices o se en o hese uni e si ies ag eed o
pa icipa e. In 2015, hese uni e si ies had 2170 s uden s wi h disabili ies, ou
o he o al 21,577 disabled s uden s in Spain. In con as o o he in e na ional
uni e si ies, Spanish policy does no gene ally de ine speci ic lea ning challenges,

1612 A. MORIÑA ET AL.
like dyslexia, as ‘disabili ies.’ Few Spanish uni e si ies ha e an ac ion and suppo
p o ocol o hese s uden s.
To iden i y each uni e si y and p ese e con iden iali y o in o ma ion, we
assigned a numbe o each uni e si y (i.e. Uni e si y 1). Eigh expe ienced p o-
essionals pa icipa ed in his s udy (each se ice had one suppo p o ide , excep
o Uni e si y 5 which had wo). Rega ding he p o essional p o ile, in gene al,
he s a had an a e age o 10 yea s’ expe ience in he se ices. Mos o hem had
no o he p o essional expe ience o he han ha acqui ed h ough hei wo k in
disabili y suppo o ices.
The s udy used quali a i e me hodology. To collec da a, we analyzed he web-
si es o he a ious pa icipa ing se ices and conduc ed semi-s uc u ed in e -
iews abou di e en issues: ac ions ca ied ou by he se ice ( a ge ing s uden s
wi h disabili ies and he uni e si y communi y in gene al); o he uni e si y se ices
o s uden s wi h disabili ies; people assis ed (numbe and cha ac e is ics); p oce-
du es ha he s uden should ul ill o apply o assis ance om he se ice; main
ba ie s he o ice encoun e ed o assis s uden s wi h disabili ies; mos signi ican
aids iden i ied; and p oposals o imp o e he se ice.
Compa a i e da a analysis o all in o ma ion was done using a sys em o ca e-
go ies and codes, ollowing he p oposal o Miles and Hube man (1994). We used
he MaxQDA10 compu e p og am o analyze he da a.
All pa icipan s ga e hei in o med consen o pa icipa e in he s udy. We gua -
an eed hei anonymi y and he con iden iali y o all da a collec ed. Pa icipan s
we e also in o med ha hey could wi hd aw om he s udy a any ime, and hei
da a would hen be dele ed and would no be included in he analysis.
Resul s
The esul s o his wo k a e o ganized a ound i e hemes: cha ac e is ics o he
disabili y suppo se ices, aining o he disabili y suppo o ices’ s a , unc ions
ca ied ou by he di e en o ices, ba ie s and aids iden i ied by he s a o hese
o ices, and p oposals o imp o e he disabili y suppo se ices o he uni e si ies.
Cha ac e is ics o uni e si y disabili y suppo o ices
Mos o he disabili y suppo se ices we e c ea ed be ween 2004 and 2008, wi h
he excep ion o Uni e si y 5 which has been wo king wi h disabled s uden s
since 1992. In gene al, he e is only one expe ienced p o essional in he analyzed
se ices, bu he pa icipan s in o med us ha o he cowo ke s om simila se -
ices (adminis a ion s a , schola ship holde s, s uden s in p ac ices) helped hem,
al hough hey we e no di ec ly employed by he suppo o ice.
The suppo o ice name di e ed in each uni e si y. In some uni e si ies i is
called ‘Uni o a en ion o …,’ in o he s ‘Suppo se ice o …,’ and in one o
hem ‘Suppo O ice o People wi h Disabili ies.’ Likewise, he o ice was no
DISABILITY & SOCIETY 1613
always linked o he same a ea o uni e si y managemen . In some uni e si ies,
i was asc ibed o he S uden s’ Vice Rec o , in o he s o he Rec o o Cul u e and
Commi men o Social Responsibili y, and in one ins i u ion (Uni e si y 2) o he
Suppo Se ice o he Uni e si y Communi y.
Wi h ega d o he ules ha go e n hese se ices, he amewo k o he pa ici-
pan uni e si ies was he Eu opean and S a e legisla ion on disabili y, as well as he
O ganic Law o Uni e si ies o he Go e nmen o Spain (Royal Dec ee 1393/2007).
Howe e , each uni e si y had de eloped i s own se o speci ic ules o a end o
s uden s wi h disabili ies. Al hough he se ices we e gene ally compa able, each
uni e si y used i s own esou ces and p o ocols o un i s p og ams and p o ide
i s se ices.
In ela ion o he se ice use s, he o ices a ge he en i e uni e si y communi y
bu mainly a ended o s uden s wi h disabili ies. Rega ding he ini ial p ocedu e o
con ac he s uden s, all o he o ices ca ied ou an in o ma i e campaign o dis-
semina e hei se ices by means o email, websi es, o elephone. Subsequen ly,
in e es ed use s came o he se ice o exp ess hei needs, hei esou ces, and
he ac ions hey equi ed.
Howe e , in acco dance wi h ules on pe sonal da a p o ec ion, he se ices did
no in o m he acul y membe s ha s uden s wi h disabili ies would be a end-
ing hei classes. The s uden s hemsel es we e ad ised hey could con ac each
p o esso indi idually o explain hei si ua ion i hey conside ed i app op ia e.
The numbe o s uden s ha each o ice could assis a ied as a unc ion o size
o he uni e si y, anging om 80 o 600 s uden s. Howe e , e y ew s uden s wi h
disabili ies came o he se ices. Fo example, in Uni e si y 3, wi h a popula ion
o s uden s wi h disabili ies exceeding 500, only abou 50 s uden s eques ed aid
annually.
Las ly, he di e en o ices a ended o s uden s wi h all ypes o disabili ies.
Howe e , in h ee uni e si ies hey highligh ed he inc eased in low o he o ices
o s uden s wi h men al heal h issues due o hei inc eased p esence in he uni-
e si y. The pa icipan s in he s udy hough ha i is mo e di icul o mee hese
s uden s’ needs han hose o o he use s:
S uden s wi h academic needs ela ed o men al disabili y equi e mo e ollow-up
because hey need mo e o ien a ion … We mee wi h hem equen ly o see how hei
s udies a e going, how hey a e o ganizing hei wo k and, mos impo an ly, hei inclu-
sion in he class oom. (Uni e si y 2)
T aining o he disabili y suppo o ices’ s a
The in e iewed s a had ecei ed aining ela ed o educa ion and a en ion
o di e si y. Speci ically, mos o he s a o hese se ices we e licensed in psy-
chology, pedagogy, o social wo k. They had ecei ed complemen a y aining
h ough di e se mas e ’s deg ees, cou ses, and con e ences and hey conduc ed
esea ch on disabili y:
1614 A. MORIÑA ET AL.
Since I began my wo k in his uni , I’ e been cons an ly upcycling, I y o pa icipa e in
e e y cong ess, con e ence, o semina held on a en ion o disabili y, I go as a lis ene
o else I p esen some pape in his a ea. (Uni e si y 2)
I am a psychologis , expe in ea ly a en ion … bo h my hesis and my wo k p io o he
hesis we e ela ed o he a chi ec u al ba ie s o Uni e si y 3. I ha e ecei ed di e en
aining cou ses abou sensi i i y and uni e si y and I am pe o ming se e al in es iga-
ions abou his. (Uni e si y 3)
The pa icipan s indica ed ha con inuous aining was essen ial o app op ia ely
mee he needs o s uden s wi h disabili y, as well as o o e adequa e ad ice o
acul y membe s:
The upcycling con inuum is absolu ely essen ial because he p o ile o s uden s wi h
disabili y en e ing Uni e si y 2 is e y di e en om ha o many yea s ago, which was
mo e o a isual and audi o y le el, and now he e is mo e o a men al le el and hence,
he impo ance o his con inuous aining. (Uni e si y 2)
Pa icipan s in o med us abou a ne wo k o suppo se ices in Andalusia ha
helps o coo dina e he di e se s a om Andalusian uni e si ies, and ha hey
a e ying o wo k in he same di ec ion:
In Andalusia, we ha e a wo k g oup [o e ing us] physical and i ual con ac s and we
ha e mo e o less uni ied he se ice p og ams, which is impo an o di ec wo k.
(Uni e si y 7)
The suppo o ices s a also men ioned a ne wo k in Spain, p omo ed by he ‘Real
Pa ona o de Discapacidad’ (Royal Boa d on Disabili y), which o ganizes annual
mee ings o exchange expe iences and p opose ac ions o imp o e he di e en
se ices. In addi ion, he Uni e sia Founda ion (a p i a e non-p o i o ganiza ion
ha p omo es highe inclusi e educa ion and access o quali ied employmen o
people wi h disabili ies in Spain) has a coope a i e uni e si y ne wo k in Spanish
and Po uguese language (made up o 1401 ins i u ions o highe educa ion om
23 Ibe ian-Ame ican coun ies). These ini ia i es o e conside able suppo bo h
o he disabili y suppo o ices and o he s uden s hemsel es.
Func ions and ac ions pe o med by disabili y suppo se ices
The unc ions pe o med by each se ice we e a ied and o ien a ed bo h owa d
s uden s wi h disabili ies and owa d he es o he uni e si y communi y. The
ollowing ou lines he mos ele an unc ions:
• acili a ion o access o he uni e si y in he i s yea ;
• managemen o necessa y esou ces o s uden s’ inclusion in he uni e si y
and ollow-up o he accomplishmen o hei s udies;
• o e ing in o ma ion abou he esou ces o e ed by he uni e si y;
• issuing epo s o guide acul y s a abou he necessa y cu icula
accommoda ions;
DISABILITY & SOCIETY 1615
• gene ally a ending o issues aised by s uden s, acul y s a , and adminis-
a ion s a ; and
• suppo ing occupa ional inclusion.
A e he p o essionals de e mine he s uden s’ needs, hey deal wi h he nec-
essa y modi ica ions o p omo e hei inclusion and o o e ce ain esou ces o
achie e his goal: ma e ial esou ces – lap ops, sel -copying no ebooks, speci ic
so wa e p og ams – and human esou ces – collabo a ing s uden s o sign lan-
guage in e p e e s. One o he pa icipan uni e si ies (Uni e si y 4) had a spe-
ci ic mobili y p og am o s uden s wi h disabili ies and s uden s om o eign
uni e si ies.
Besides hese ac ions o s uden s wi h disabili ies, he disabili y suppo se ices
also conduc ed o he ac ions a ge ing he educa ional communi y. Speci ically,
hey o e ed o ien a ion o he acul y and adminis a ion s a abou he modi i-
ca ions and esou ces hey should p o ide o hese s uden s. Acco dingly, mos
o he uni e si ies o e ed awa eness and aining p og ams a ge ing he acul y
and adminis a ion s a .
Two o he uni e si ies had c ea ed he ole o he ‘suppo ing academic u o .’
This was a olun ee acul y membe who ad ised s uden s wi h disabili ies in
he di e en acul ies. In o he uni e si ies, suppo o s uden s lay exclusi ely
wi h he o ice:
In e e y acul y, he e a e acul y- u o s, who olun ee o u o s uden s wi h disabili-
ies. The in o ma ion is sen o hem and hey a e esponsible o dis ibu ing i o he
o he acul y membe s. (Uni e si y 5)
Las ly, excep o Uni e si y 7, hese o ices also coo dina ed o he uni e si y
se ices ha o e ed psychological a en ion and o ien a ion, schola ships, and
aining o employmen .
Ba ie s and aids iden i ied in he disabili y suppo se ices
Focusing i s ly on ba ie s, i should be no ed ha he pa icipa ing uni e si ies
could no a end o all o he s uden s wi h disabili ies, because no e e yone eligi-
ble o be included in his g oup made hei disabili y known o came o he se ice:
The main ba ie , I hink, is ha many s uden s do no wan o come o he se ice. Fo
example, he e may be 500-some disabled s uden s en olled, bu no all o hem come,
I a end o an a e age o 50 o 60 pe cou se. (Uni e si y 3)
Ano he obs acle was ela ed o he need o in o ma ion and guidance. Some
s uden s hough ha hey did no ecei e enough in o ma ion abou en olmen
o mali ies and o he aspec s o he uni e si y, and hey also eques ed mo e o i-
en a ion (especially conce ning which uni e si y s udies o choose):
We apply su eys and one o he mos demanded opics a e he i ems e e ing o in o -
ma ion, no only uni e si y o mali ies, bu o ien a ion abou which ca ee o choose.
No in he sense o elling hem ‘don’ s udy his,’ bu guiding hem so hey know ha ‘i
1622 A. MORIÑA ET AL.
suppo s uden s wi h disabili ies. I would also be bene icial o expand he s udy
wi h da a om o he uni e si ies bo h a he na ional and in e na ional le els. Fo
example, i we knew how disabili y suppo se ices wo k in he es o Spanish
uni e si ies, we could pe o m compa a i e analyses o hese se ices o de e mine
ac ions o imp o emen , which would be e y en iching.
Fu u e esea ch
We ecommend u u e esea ch o expand he analyses o include he opinions o
o he g oups in ol ed in suppo ing disabled s uden s a uni e si y and, as well,
o include in es iga ion wi hin mo e uni e si ies. In addi ion, in Spain we ecom-
mend pe o ming esea ch p ojec s o examine he ne wo ks be ween di e en
na ional and Andalusian uni e si ies. These s udies migh lead o new p oposals
o s eng hening ne wo ks o be e coo dina e hei wo k and acili a e inclu-
sion o disabled s uden s so ha all he uni e si ies would o e hem he same
high-quali y esou ces and he same oppo uni ies.
Ano he line o esea ch could be he c ea ion and assessmen o disabili y sup-
po g oups wi hin acul ies. Pilo p ojec s could be designed in a acul y o c ea e
a g oup o p o esso s, s uden s, and s a o wo k oge he o ag ee on imp o e-
men s ha bene i and suppo he s uden s wi h disabili ies in ha acul y. Fu he
s udies could also be ca ied ou wi h ega d o aining. T aining p og ams could
be designed, de eloped, and e alua ed o o e ad ice o p o esso s and o he
uni e si y p o ide s based on he ene s o inclusi e pedagogy.
Finally wi h he aim o imp o ing he se ice ha he uni e si ies p o ide o
s uden s wi h disabili ies in u u e, good p ac ice guidance could be c ea ed
o disabili y suppo se ices. A help ul example o ollow can be ound in he
p oposals made by he Associa ion o Highe Educa ion Access and Disabili y
(AHEAD I eland) o he Associa ion on Highe Educa ion and Disabili y (AHEAD
USA). Among o he p oposals, hese associa ions o e in e es ing guides o uni-
e sal design, inclusi e eaching, and lea ning o guides o disclosu e.
Disclosu e s a emen
No po en ial con lic o in e es was epo ed by he au ho s.
Funding
This wo k was suppo ed by he Regional Go e nmen o Andalusia [G an P11-SEJ-7255].
ORCID
Anabel Mo iña h p://o cid.o g/0000-0002-0852-7523

DISABILITY & SOCIETY 1623
Re e ences
Adams, M., and S. Holland. 2006. “Imp o ing Access o Highe Educa ion o Disabled People.”
In Towa ds Inclusi e Lea ning in Highe Educa ion, edi ed by M. Adams and S. B own, 10–22.
London: Rou ledge.
Alla d, W. G. 1987. “Keeping LD S uden s in College.” Academic The apy 22 (4): 359–365.
Ba nes, C. 2007. “Disabili y, Highe Educa ion and he Inclusi e Socie y.” B i ish Jou nal o Sociology
o Educa ion 28 (1): 135–145.
Bez uko a, K., K. A. Jehn, and C. S. Spell. 2012. “Re iewing Di e si y T aining: Whe e We Ha e Been
and Whe e We Should Go.” Academic o Managemen Lea ning & Educa ion 11 (2): 207–227.
doi: 10.5465/amle.2008.0090.
Bu gs ahle , S. 2015. “Opening Doo s o Slamming Them Shu ? Online Lea ning P ac ices and
S uden s wi h Disabili ies.” Social Inclusion 3 (6): 69–79. doi: 10.17645/si. 3i6.420.
Cabeza L. F., M. D. Cabello, F. G ijalbo, C. Guillamó, and A. Luque. 2014, No embe . Si uación,
ca ac e ís icas y unciones de los se icios uni e si a ios de apoyo a es udian es con discapacidad.
Es ado de la cues ión [Cha ac e is ics and Func ions o Uni e si y Suppo Se ices o S uden s
Wi h Disabili ies. S a e o A ai s]. Pape p esen ed a he II In e na ional Con e ence in
Uni e si y and Disabili y, Mad id.
Deb and, C. C., and C. H. Salzbe g. 2005. “A Valida ed Cu iculum o P o ide T aining o Facul y
ega ding S uden s wi h Disabili ies in Highe Educa ion.” Jou nal o Pos seconda y Educa ion
and Disabili y 18 (1): 49–62.
Díez, E., A. Alonso, M. A. Ve dugo, M. Campo, I. Sancho, S. Sánchez, I. Cal o, and E. Mo al. 2011.
Espacio Eu opeo de Educación Supe io : es ánda es e indicado es de buenas p ác icas pa a la
a ención a es udian es uni e si a ios con discapacidad [Eu opean Space o Highe Educa ion:
S anda ds and Indica o s o Good P ac ice o A en ion o College S uden s Wi h Disabili ies].
Salamanca: INICO.
Eu opean Commission. 2010. Eu opean Disabili y S a egy 2010-2020: A Renewed Commi men
o a Ba ie -F ee Eu ope. h ps://eu -lex.eu opa.eu/LexU iSe /LexU iSe .do?u i=COM:2010
:0636:FIN:en:PDF
Fe ei a, C., M. J. Viei a, and J. Vidal. 2014. “La a ención a los es udian es1ccon discapacidad en
las ins i uciones de educación supe io [A en ion o S uden s Wi h Disabili ies in Highe
Educa ion Ins i u ions. The Case o Ca alonia].” Re is a de In es igación Educa i a 32 (1): 139–
157. doi:h ps://doi.o g/10.6018/ ie.32.1.171711
Fo dyce M., S. Riddell, R. O’Neill, and E. Weedon. 2013. Pos -School T ansi ions o People Who
A e Dea o Ha d o Hea ing. Final Repo . h ps://www.docs.hss.ed.ac.uk/educa ion/c eid/
Repo s/30i_NDCS_Pos SchT ansi _In e imRp .pd
Fossey, E., L. Cha ey, A. Ven ille, P. Ennals, J. Douglas, and C. Bigby. 2017. “Na iga ing he
Complexi y o Disabili y Suppo in Te ia y Educa ion: Pe spec i es o S uden s and Disabili y
Se ice S a .” In e na ional Jou nal o Inclusi e Educa ion 21 (8): 822–832. doi:10.1080/13603
116.2017.1278798.
Fulle , M., M. Healey, A. B adley, and T. Hall. 2004. “Ba ie s o Lea ning: A Sys ema ic S udy o he
Expe ience o Disabled S uden s in One Uni e si y.” S udies in Highe Educa ion 29: 303–318.
doi:10.1080/03075070410001682592.
Gai ín J., and C. I. Suá ez 2014. “Cla i ica e iden i ica a los g upos ulne ables [Cla i y and Iden i y
Vulne able G oups].” In Colec i os ulne ables en la Uni e sidad. Re lexiones y p opues as pa a la
in e ención [Vulne able G oups a he Uni e si y. Re lec ions and P oposals o In e en ion],
edi ed by J. Gai ín, 33–62). Mad id: Wol e s Kluwe España.
Ga ison-Wade, D. F. 2012. “Lis ening o Thei Voices: Fac o s Tha Inhibi o Enhance Pos seconda y
Ou comes o S uden s’ wi h Disabili ies.” In e na ional Jou nal o Special Educa ion 27 (2):
113–125.
1624 A. MORIÑA ET AL.
Gibson, S. 2012. “Na a i e Accoun s o Uni e si y Educa ion: Socio-Cul u al Pe spec i es o
S uden s wi h Disabili ies.” Disabili y & Socie y 27 (3): 353–369. doi:10.1080/09687599.201
2.654987.
Gibson, S. 2015. “When Righ s A e No Enough: Wha is? Mo ing owa ds New Pedagogy o
Inclusi e Educa ion wi hin UK Uni e si ies.” In e na ional Jou nal o Inclusi e Educa ion 19 (8):
875–886. doi:10.1080/13603116.2015.1015177.
Go man, E. 1963. S igma: No es on he Managemen o Spoiled Iden i y. Englewood Cli s, NJ:
P en ice-Hall.
Hadjikakou, K., and D. Ha as. 2008. “Highe Educa ion P o ision o S uden s wi h Disabili ies
in Cyp us.” Highe Educa ion 55: 103–119. doi:10.1007/s10734-007-9070-8.
Healey M., A. Jenkins, J. Leach, and C. Robe s. 2001. Issues in P o iding Lea ning Suppo o
Disabled S uden s Unde aking Fieldwo k and Rela ed Ac i i ies. Glouces e shi e, UK: Geog aphy
Discipline Ne wo k (GDN). h ps://www2.glos.ac.uk/gdn/disabil/o e iew/o e iew.pd .
Hi ch, D., K. Dell, and H. La kin. 2016. “Does Uni e sal Design Educa ion Impac on he A i udes
o A chi ec u e S uden s owa ds People wi h Disabili y?” Jou nal o Accessibili y and Design
o All 6 (1): 26–48. doi:10.17411/jacces. 6i1.103.
Hong, B. S. S. 2015. “Quali a i e Analysis o he Ba ie s College S uden s wi h Disabili ies
Expe ience in Highe Educa ion.” Jou nal o College S uden De elopmen 56 (3): 209–226.
doi:10.1353/csd.2015.0032.
Jacklin A., C. Robinson, L. O’Mea a, and A. Ha is. 2007. Imp o ing he Expe iences o Disabled
S uden s in Highe Educa ion. h ps://www.heacademy.ac.uk/asse s/documen s/ esea ch/
jacklin.pd
Johnson, D. R., and D. No d. 2011. “S uden s wi h Disabili ies in Highe Educa ion: Pa icipa ing
in Ame ica’s Fu u e.” Impac 23 (3): 2–3.
Koca-A abey, M. 2017. “Re-Visi ing he Role o Disabili y Coo dina o s: The Changing Needs o
Disabled S uden s and Cu en Suppo S a egies om a UK Uni e si y.” Eu opean Jou nal o
Special Needs Educa ion 32 (1): 137–145. doi:10.1080/08856257.2016.1254969.
Ko bel, D. M., J. H. Lucia, C. M. Wenzel, and B. G. Ande son. 2011. “Collabo a ion S a egies o
Facili a e Success ul T ansi ion o S uden s wi h Disabili ies in a Changing Highe Educa ion
En i onmen .” New Di ec ions o Highe Educa ion 2011: 17–25. doi:10.1002/he.430.
Lomba di, A. R., C. Mu ay, and H. Ge des. 2011. “College Facul y and Inclusi e Ins uc ion: Sel -
Repo ed A i udes and Ac ions Pe aining o Uni e sal Design.” Jou nal o Di e si y in Highe
Educa ion 4 (4): 250–261. doi:10.1037/a0024961.
López Ga i a, R., and A. Mo iña. 2015. “Hidden Voices in Highe Educa ion: Inclusi e Policies and
P ac ices in Social Science and Law Class ooms.” In e na ional Jou nal o Inclusi e Educa ion
19 (4): 365–378. doi:10.1080/13603116.2014.935812.
Lo e, T. S., N. K esie , E. Cama go, M. G ubbs, E. J. Kin, P. L. Bu ge, and S. M. Cul e . 2015. “STEM
Facul y Expe iences wi h S uden s wi h Disabili ies a a Land G an Ins i u ion.” Jou nal o
Educa ion and T aining S udies 3 (1): 27–38.
Mad iaga, M., K. Hanson, C. Hea on, H. Kay, Sa ah Newi , and A. Walke . 2010. “Con on ing Simila
Challenges? Disabled and Non-Disabled S uden s’ Lea ning and Assessmen Expe iences.”
S udies in Highe Educa ion 35 (6): 647–658. doi:10.1080/03075070903222633.
Mamiseish ili, K., and L. Koch. 2011. “Fi s - o-Second-Yea Pe sis ence o S uden s wi h Disabili ies
in Pos seconda y Ins i u ions in he Uni ed S a es.” Rehabili a ion Counselling Bulle in 54 (2):
93–105. doi:10.1177/0034355210382580.
Ma in, J. M. 2010. “S igma and S uden Men al Heal h in Highe Educa ion.” Highe Educa ion
Resea ch & De elopmen 29 (3): 259–274. doi:10.1080/07294360903470969.
Ma hews, N. 2009. “Teaching he ‘In isible’ Disabled S uden s in he Class oom: Disclosu e,
Inclusion and he Social Model o Disabili y.” Teaching in Highe Educa ion 14: 229–239. doi:
10.1080/13562510902898809.
DISABILITY & SOCIETY 1625
Miles, M. B., and A. M. Hube man. 1994. Quali a i e Da a Analysis. Thousand Oaks, CA: Sage.
Milic Babic, M., and M. Dowling. 2015. “Social Suppo , he P esence o Ba ie s and Ideas o he
Fu u e om S uden s wi h Disabili ies in he Highe Educa ion Sys em in C oa ia.” Disabili y &
Socie y 30 (4): 614–629. doi:10.1080/09687599.2015.1037949.
Mo iña, A. 2017. “‘We A en’ He oes, We’ e Su i o s’: Highe Educa ion as an Oppo uni y o
S uden s wi h Disabili ies o Rein en an Iden i y.” Jou nal o Fu he and Highe Educa ion 41
(2): 215–226. doi:10.1080/0309877X.2015.1070402.
Moswela, E., and S. Mukhopadhyay. 2011. “Asking o Too Much? The Voices o S uden s wi h
Disabili ies in Bo swana.” Disabili y & Socie y 26: 307–319. doi: 10.1080/09687599.2011.560414.
Mullins, L., and M. P eyde. 2013. “The Li ed Expe ience o S uden s wi h an In isible Disabili y a a
Canadian Uni e si y.” Disabili y & Socie y 28 (2): 147–160. doi: 10.1080/09687599.2012.752127.
Oli e , M. 1990. The Poli ics o Disablemen . Basings oke, UK: Macmillan.
Oli e , M. 2013. “The Social Model o Disabili y: Thi y Yea s on.” Disabili y & Socie y 28 (7): 1024–
1026. doi: 10.1080/09687599.2013.818773.
Powell, J. J. W. 2013. “F om Ableism o Accessibili y in he Uni e sal Design Uni e si y.” Re iew
o Disabili y S udies: An In e na ional Jou nal 8 (4): 33–45. h ps://www. ds.hawaii.edu/ojs/
index.php/jou nal/index
P owse, S. 2009. “Ins i u ional Cons uc ion o Disabled S uden s.” Jou nal o Highe Educa ion
Policy and Managemen 31 (1): 89–96. doi:10.1080/13600800802559302.
Quinn, J. 2013. D op-ou and Comple ion in Highe Educa ion in Eu ope among S uden s om
unde -Rep esen ed G oups. NESET o he Eu opean Commission. h ps://www.nese web.eu
Riddell, S., and E. Weedon. 2014. “Disabled S uden s in Highe Educa ion: Discou ses o Disabili y
and he Nego ia ion o Iden i y.” In e na ional Jou nal o Educa ional Resea ch 63: 38–46.
doi:10.1016/j.ije .2013.02.008.
Riddell, S., T. Tinklin, and A. Wilson. 2005. Disabled S uden s in Highe Educa ion: Pe spec i es on
Widening Access and Changing Policy. London: Rou ledge.
Robe s, J. B., L. A. C i enden, and J. C. C i enden. 2011. “S uden s wi h Disabili ies and
Online Lea ning: A C oss-Ins i u ional S udy o Pe cei ed Sa is ac ion wi h Accessibili y
Compliance and Se ices.” The In e ne and Highe Educa ion 14 (4): 242–250. doi:10.1016/j.
iheduc.2011.05.004.
Rose, D. H., and A. Meye . 2002. Teaching E e y S uden in he Digi al Age: Uni e sal Design o
Lea ning. Alexand ia, VA: ASCD.
Royal Dec ee. 1393/2007. Re ie ed om h ps://www.boe.es/busca /pd /2007/BOE-A-2007-
18770-consolidado.pd
Sánchez, A. 2009. In eg ación educa i a y social de los es udian es con discapacidad en la
Uni e sidad de Alme ía [Educa ional and Social In eg a ion o S uden s wi h Disabili ies a
he Uni e si y o Alme ía]. Alme ía (Spain): Edi o ial Uni e sidad de Alme ía.
Schelley, C. L., P. L. Da ies, and C. L. Spoone . 2011. “S uden Pe cep ions o Facul y Implemen a ion
o Uni e sal Design o Lea ning.” Jou nal o Pos seconda y Educa ion and Disabili y 24 (1):
17–30.
Seale, J., J. Geo geson, C. Mamas, and J. Swain. 2015. “No he Righ Kind o ‘Digi al Capi al’? An
Examina ion o he Complex Rela ionship be ween Disabled S uden s, Thei Technologies
and Highe Educa ion Ins i u ions.” Compu e s & Educa ion 82: 118–128. doi:10.1016/j.
compedu.2014.11.007.
Shah, M., A. Benne , and E. Sou hga e, eds. 2016. Widening Highe Educa ion Pa icipa ion. a
Global Pe spec i e. Ox o d, UK: Else ie .
Shaw, J. 2009. “The Di e si y Pa adox: Does S uden Di e si y Enhance o Challenge Excellence?”
Jou nal o Fu he and Highe Educa ion 33: 321–331. doi:10.1080/03098770903266018.
1626 A. MORIÑA ET AL.
S nado á, I., V. Hájko á, and L. K ě oňo á. 2015. “Voices o Uni e si y S uden s wi h Disabili ies:
Inclusi e Educa ion on he Te ia y Le el – A Reali y o a Dis an D eam?” In e na ional Jou nal
o Inclusi e Educa ion 19 (10): 1080–1095. doi:10.1080/13603116.2015.1037868.
Teachabili y. 2002. Teachabili y P ojec : C ea ing an Accessible Cu iculum o S uden s wi h
Disabili ies. Glasgow, UK: Uni e si y o S a hclyde.
Thomas, L. 2016. “De eloping Inclusi e Lea ning o Imp o e he Engagemen , Belonging,
Re en ion, and Success o S uden s om Di e se G oups.” In Widening Highe Educa ion
Pa icipa ion, edi ed by M. Shah, A. Benne and E. Sou hga e, 135–159. Ox o d, UK: Else ie .
Thomas, L., J. Quinn, K. Slack, and L. Casey. 2002. S uden Se ices: E ec i e App oaches o Re aining
S uden s in Highe Educa ion. S oke on T en , UK: Ins i u e o Access S udies, S a o dshi e
Uni e si y.
Tinklin, T., S. Riddell, and A. Wilson. 2004. “Policy and P o ision o Disabled S uden s in Highe
Educa ion in Sco land and England: The Cu en S a e o Play.” S udies in Highe Educa ion 29
(5): 637–657. doi:10.1080/0307507042000261599.
Tin o, V. 1988. “S ages o S uden Depa u e: Re lec ions on he Longi udinal Cha ac e o S uden
Lea ning.” The Jou nal o Highe Educa ion 59 (4): 438–455.
Wai olle , F. R., and K. A. K. King Tho ius. 2016. “C oss-Pollina ing Cul u ally Sus aining Pedagogy
and Uni e sal Design o Lea ning: Towa d an Inclusi e Pedagogy Tha Accoun s o Dis/
Abili y.” Ha a d Educa ional Re iew 86 (3): 366–389. doi: h ps://doi.o g/10.17763/1943-5045-
86.3.366.