Spanish faculty members speak out: Barriers and aids for students with disabilities at university

Through the voice of faculty members, this article analyses the barriers and aids that students with disabilities encounter at university. As part of the study, we conducted interviews with 119 faculty members from 10 Spanish universities. We then analysed the data using an inductive system of categories and codes. The results are presented in relation to two topics: barriers and aids to learning and participation. Some of the barriers identified included physical obstacles, faculty, peers, and a lack of resources and information; and some of the sources of aid and support were disability offices, peers, human and external resources, faculty and the university itself. The study shows how each faculty member's unique experience determines their view regarding potential barriers and aids for university students with disabilities. Indeed, throughout the article, it becomes clear that what are perceived by some as barriers are regarded by others as supports.Points of Interest Higher education represents an opportunity for students with disabilities. Few studies have sought to analyse the barriers and aids from the perspective of faculty members. This study explores, through the narratives of 119 faculty members, the barriers and aids that students encounter at Spanish universities. What is needed is the application of Universal Design for Learning in Higher Education. The UDL proposes that the curriculum should be designed so that everyone is able to access and participate in it.

Automated summary

This article analyzes the barriers and aids encountered by students with disabilities at universities through the voices of faculty members. The study highlights how each faculty member's unique experience shapes their perspective on potential obstacles and supports for disabled students at universities.