DOI

10.22550/REP81-2-2023-05

Abstract

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. 10.22550/REP81-2-2023-05

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Author Biography

Camino Ferreira is an Associate Professor in the MIDE department of the Universidad de León. PhD in Psychology and Educational Sciences (2013). She has received three Extraordinary Awards, for her Bachelor’s, Master’s and Doctorate degrees. Her main lines of research focus on the field of higher education and support for diversity. She has participated in several projects funded by the European Commission and has collaborated with the World Bank as a consultant.

https://orcid.org/0000-0001-8131-0825

Alba González-Moreira is an Assistant Professor in the MIDE department at the Universidad de León and a doctoral student on the Psychology, Sociology and Philosophy programme at the same university. Her research concentrates on the transition from Pre-school Education to Primary Education, and its influence on initial and ongoing teacher training. She is a member of the Education Committee at the Agencia para la Calidad del Sistema Universitario de Castilla y León (ACSUCYL) (Agency for quality in the university system in Castilla and León), whose work is the evaluation of master’s and doctorate programmes.

https://orcid.org/0000-0003-3422-2149

Citación recomendada | Recommended citation

Ferreira, C., González-Moreira, A. y 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. 10.22550/REP81-2-2023-05