Abstract:

Quality and equity are fundamental principles in the European Higher Education Area (EHEA), which postulates the recognition of diversity, allowing the decentralization of the educational system and addressing the individual, social, cultural and learning differences of the students. The concept of "inclusive education" is a new and expanded perspective for university education that leads university centers to be more effective in providing equitable responses to the diversity of students that learn and connects with studies in a more effective way. The purpose of this study is to identify how university professors address the educational needs of students with disabilities, assess their attitudes, curricular adaptations, development of tutorial action, changes in teaching practices and how they can contribute to the inclusion of students in the University. Technological innovation in information and communication technologies (ICTs) have allowed us to create new communicative and expressive environments that open the possibility of developing new formative, expressive and educational experiences, enabling the realization of different activities. One of the most significant contributions of new ICTs to teaching processes is the elimination of space-time barriers to which university education has been conditioned. The teaching-learning process through ICTs enables the possibility of adapting information to the needs and characteristics of users. In this sense, the use of these technologies has allowed us to create a series of audio-written notes (using PowerPoint and Flash Player software) and with easier visual environments (adapting fonts types and sizes and background colors) for students with visual and auditory deficits. In general, in the current study, the students have valued very positively that the professor does not limit the teaching to giving a master class and that they use different teaching resources in their classes, give examples, encourage participation and try to get the knowledge to the students in different ways. In addition, they also valuate as highly positive the teaching material supplied (audio-written notes and slides with easier visual environments. Nevertheless, as already mentioned above, the positive references of this group to the development of teaching, on many occasions have not kept a direct relationship with their disability. In this sense, they have reported the positive impact that professors have to update and adapt the contents of their subjects, that practices are close to reality or that examples are used to illustrate the explanations.

Keywords:

Students with special needs, multimedia resources, learning, teaching, information and communication technologies (ICT).