Although inclusive education has a significant presence at different levels of the country's education system, the situation in universities could be further improved. This study aimed to identify the support offered by Spanish universities to students with disabilities, with its main focus being the provision of personal assistance. A qualitative, exploratory, and descriptive research approach was adopted to identify and analyse the support offered by Spanish public and private universities listed in the Register of Universities, Centres and Qualifications as an official and updated repository of the Ministry of Science, Innovation and Universities. When the information available on the university websites was insufficient or incomplete, the institutions were contacted directly. The results demonstrate the progress that still needs to be made to comply with the provisions of the Convention on the Rights of Persons with Disabilities. The study also concludes that inclusive education policies need to be further developed to facilitate and guarantee broader access to personal assistance.
This article presents, first, a research process aimed at the design of a workplace inclusion scale: the Social Inclusion and Employment Index (SIEI). The methodology, applied in collaboration with ILUNION Hotels, combines a critical review of existing knowledge, expert dialogue, and both qualitative and quantitative approaches in the development of the instrument. Its design is guided by criteria of relevance, reference to standards, and clarity. Secondly, the article outlines the main results of the study, showing that the perceived impact of employment is particularly significant among groups with lower initial levels of inclusion, such as people in situations of vulnerability, women, and persons with intellectual disabilities. Overall, consistency is observed between qualitative and quantitative findings, with some exceptions, mainly related to physical health or physical well-being in relation to the experience of inclusion. Preliminary psychometric testing of the questionnaire indicates favorable levels of reliability and validity, although some limitations remain, particularly in measuring physical well-being. Finally, key lessons, elements of the ongoing debate, and improvements made to the tool based on the experience are discussed.
This study analyzes the violence directed at women with disabilities, who are doubly excluded by the intersection of gender and ableism, generating epistemic inequity and dispossession. Through a qualitative hermeneutic-critical approach and militant research, semi-structured interviews of 14 participants in Santiago de Cali, Colombia, were analyzed using snowball sampling. A content analysis focused on the intersection of oppressions was conducted, revealing intersectional and multi-spatial violence-economic, psychological, emotional, physical, and sexual-perpetrated in domestic, institutional, and public spheres. In response to these aggressions, the participants deploy agentic processes articulated in nine practices of re-existence: 1) politicity in a feminine key, 2) eroticism, 3) self-care, 4) sisterhood, 5) voluntariness, 6) courageous discourse, 7) criticism and discrepancy, 8) feminist consciousness-raising, and 9) affective networks. The study concludes that the categorization of re-existence is its primary theoretical contribution, demonstrating how the agency of these women transforms oppressive conditions into an eropolitics that confronts the dominant social order.
The transition from integration to inclusion in education has led to significant legislative and methodological changes. However, attitudinal barriers towards disability still persist within school contexts. The aim of this study was to analyse the attitudes and terminology used by education professionals regarding disability. An ex post facto design was applied with a sample of 374 participants. The results revealed diverse perceptions, although they were generally favorable towards inclusion. Nevertheless, a complex relationship between the use of certain terms and the attitudes expressed was observed. Specifically, professionals without prior knowledge of disability were less likely to take action and more likely to deny rights, while those with less experience in inclusive practices displayed lower levels of personal involvement. These findings highlight the need for continuous training and practical experience to overcome attitudinal barriers. The study concludes that transforming attitudes does not rely solely on policy changes, but also on providing educators with the tools and knowledge required to make inclusion an effective reality in everyday educational practice.
In an increasingly technological world, advances aimed at improving the quality of life of people with functional diversity are promising, although challenges remain. This study analyses inclusive technological developments in scientific literature from 2014 to 2024 through a systematic review of two multidisciplinary databases: a selection of 39 articles. Technological development facilitates the participation and inclusion of people with functional diversity by addressing specific needs and integrating them into various contexts. Nonetheless, economic, social, and accessibility barriers remain, limiting the impact of these innovations. Collaboration among the state, business, and society is crucial to overcoming these obstacles and maximising the impact of inclusive technological innovations
