This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience.

Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We administered the 'Diver-Form-Questionnaire on Diversity and University Education' survey to 431 professors from the University of Jaén. The results show that the instructors implement inclusive educational processes in their teaching practice, although there are significant differences in their attitudes regarding gender and training when implementing these inclusive actions. The conclusions indicate that it is necessary to rethink their teacher training in order to move towards educational inclusion and diversity at university. RESUMENActualmente encontramos una mayor inclusión de personas con diversidad funcional en la universidad, sin embargo, localizamos como principal barrera la actitud y formación del profesorado universitario en este ámbito. El presente estudio tiene como objetivo analizar los procesos inclusivos que el profesorado universitario lleva a cabo para dar respuesta a las necesidades del alumnado con diversidad funcional e identificar cómo influyen las variables género y formación en sus actitudes hacia la inclusión. Hemos utilizado la encuesta 'Diver-Form-Cuestionario sobre Diversidad y Formación Universitaria' y han participado 431 profesores de la Universidad de Jaén. Los resultados demuestran que el profesorado realiza procesos educativos inclusivos en su práctica docente, aunque se encuentran diferencias significativas en su actitud, en cuanto al género y la formación, para llevar a la práctica dichas actuaciones inclusivas. Las conclusiones apuntan que es necesario replantear la formación del profesorado para poder avanzar hacia la inclusión educativa y atención a la diversidad en la universidad.