Pereira, AntoninoFigueiredo, AbelMendes, FranciscoLeiva-Arcas, AlejandroMaciá-Andreu, M. J.Raquel Vaquero-CristóbalDelgado Nadal, MariaMeroño, Lourdes2024-03-082024-03-0820249788419786210http://hdl.handle.net/10400.19/8319Many research studies have highlighted the need to promote inclusive policies and practices for the benefit of all students. However, despite the existence of legislation on equal educational opportunities, many higher education institutions are still not prepared to respond to the needs of students with disabilities, to promote their inclusion and personal development. Among the barriers that these people must face, we find physical barriers, negative attitudes from some teachers, and the use of teaching methodologies that do not favour inclusion. Faced with such constraints, we argue that higher education institutions should implement policies and practices that provide a differentiated pedagogy that allows for the use of strategies and methodologies that result in an effectively inclusive education. The three fundamental axes of the intervention, for the promotion of equality and success in higher education, will have to be found at the institutional level, in educators (especially in their training), and in the teaching-learning process.engHigher EducationInclusionPeople with DisabilitiesPedagogybook part2024-03-07cv-prod-3980608