It is not enough to accept more students if we want to improve the inclusion of disability in the university classroom

Abstract

The present work focuses on understanding the panorama of the behavior of the inclusion of disability in the university classroom of an HEIs. The study considers as a window of time the one from the year 2007 to 2022 analyzing as variables the enrollment of new income, the number of students with disabilities, the modalities of study and the careers offered. A descriptive and exploratory study is presented. The work is based on statistical analysis. Among the most relevant results found is an average growth in enrollment in the last 10 years, generation of a new professional career, creation of a new modality of mixed study, likewise a growth in the number of students with disabilities was detected, but the use of teaching techniques or tools focused on students with disabilities is not reflected, finally,  there is also no relevant training for teachers on the subject. This combination of behaviors in the variables, far from predicting a healthy and encouraging future in favor of the inclusion of disability in the university classroom, exposes an unencouraging picture.