guidance

In order to achieve real inclusion and par­ticipation of all the members of the university community, it is necessary to promote actions based on respect and recognition of rights. In this process, guidance for university students with disabilities has become particularly im­portant. This study, within the framework of the project “Analysis of institutional and informal support and guidance systems for university students” (funded by the Castilla y León Regional Department for Education), focuses on describing and analysing the ade­quacy of support and guidance services for stu­dents with disabilities in Spanish public uni­versities, by identifying good practices. The method used is based on documentary analy-sis and content analysis of the actions and services providing support and guidance for students with disabilities included in the veri­fication reports on university degrees and the websites of the 47 Spanish public universities. For the data analysis, a system of categories was established using the MAXQDA program. The results were differentiated according to the designation, scope of action, objectives, procedures, recipients, stage of studies and specific actions regarding disability. The re­sults show that all the universities analysed have support services for these students at the centre of guidance organisation and manage­ment. The main good practices of note involve the network of agents that this process co-or­dinates, including foundations, companies and institutions, as well as the plans, projects and/ or programmes that encourage participation and that are adapted to the needs or difficul­ties that this group may encounter, especially those related to volunteering and adjustments.

Please, cite this article as follows: Ferreira, C., González-Moreira, A., & Benavides E. (2023). Análisis y buenas prácticas del sistema de orientación universitaria para estudiantes con discapacidad | Analysis and good practices of the university guidance system for students with disabilities. Revista Española de Pedagogía, 81 (285), 339-360. https://doi.org/10.22550/REP81-2-2023-05