Abstract:

The inclusion of students with disabilities in university classrooms is an urgent demand. In Peru, as in most Latin American countries, there are policies that support this and laws to implement it. However, few such applications exist, and those that do are often limited to statements of intent in the available documentation.

The aim of this study was to systematise scientific and empirical evidence of good practices in social inclusion aimed at university students with disabilities. The Prisma flow diagram was used. Research from the SCOPUS and Web Of Science databases in Spanish and English between 2019 and 2025 was examined.

Thirty-five articles were analysed that answered the research questions:
- What are the most relevant challenges in implementing inclusive education?
- What limitations affect the academic and social inclusion of students with disabilities?
- What new paradigm is emerging from the best practices that have been identified to overcome the challenges and limitations encountered?

Instruments, approaches, and countries with the most published evidence on the subject are included.
The results show that research on this topic, the social inclusion of students with disabilities, has expanded due to the effect of the pandemic, with the aim of improving university teaching. The country with the most publications is Spain, and the instruments used are very varied, with an emphasis on qualitative research designs. Some mixed studies were also found.

The challenges that are important for teachers relate to education and training on social inclusion with regard to disabilities as a way of improving negative preconceptions about students with disabilities and promoting a change in attitudes. The implementation of Universal Design for Learning as a methodology, curricular adaptations, changes in assessment, among others, are highlighted.

With regard to limitations, a lack of adequate infrastructure to facilitate access to buildings was identified. At the institutional level, there was a lack of funding for specialised teaching resources for this group of students, including the use of new technologies to improve teaching. In addition to this, there was a lack of communication channels to enable students to participate in decision-making on inclusive processes.

Accepting good practices applied in university institutions involves cultural and structural changes with a focus on social justice. This is an emerging paradigm that implies a rethinking of how to carry out the typical functions of all university academics and, above all, university culture.

It is concluded that the challenges and limitations encountered in the good practices carried out by university lecturers when implementing inclusive education with disabled students have, in most cases, been individual efforts with or without institutional support. There is a clear gap between institutional discourse and effective practice. This is an area that needs to be worked on, not only by university lecturers but by the university community as a whole, to ensure that good practices are not limited to the motivation of a few lecturers or authorities.

It is suggested that future research incorporate mixed designs to evaluate teacher training and the effect of methodologies used on both disabled and non-disabled students.

Keywords:

Challenges, limitations, inclusive education, university.