Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education has increased. The purpose of this article is to offer thoughts on inclusive practices within higher education. The paper is organised into three sections: a description of the current situation of inclusive education in relation to students with disabilities in higher education; a review of the literature focused on students with disabilities and on faculty members within higher education; and a discussion of how moving the university towards an inclusive setting requires designing policies, strategies, processes and actions that contribute to ensuring the success of all the students.

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Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education has increased. The purpose of this article is to offer thoughts on inclusive practices within higher education. The paper is organised into three sections: a description of the current situation of inclusive education in relation to students with disabilities in higher education; a review of the literature focused on students with disabilities and on faculty members within higher education; and a discussion of how moving the university towards an inclusive setting requires designing policies, strategies, processes and actions that contribute to ensuring the success of all the students.

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This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.