There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution.

Background: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. Aims: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. Methods and procedures: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. Outcomes and results: The university professors generally agree to perform inclusive actions in their teachinglearning process, although a significant association between variables. Conclusions and implications:The study includes a series of perceptions that may help other university professors to make their practice more inclusive. What does this paper add?This research's main novelty is to show, through the perceptions of university professors, what factors generate exclusion and how this situation can be reversed. This article analyses the association between the attitudes that professors have regarding the inclusion of students with special educational needs in the university and the inclusive educational processes they use in their teaching-learning process.The continuous training of university professors in inclusive responses and strategies is necessary to not be an obstacle in the development of students with special educational needs as well as the establishment of positive relationship between professors and students.Professors are essential to create and support inclusive processes in the university classroom since they have to respond to the students' needs by making the necessary adjustments in their teachinglearning process, taking into account their abilities, needs, and interests.

Resumen. Cada vez más, encontramos que tanto colegios como institutos tratan de incluir metodologías más innovadoras y activas, como es trabajar de forma cooperativa, colaborativa, es decir, formando grupos de trabajo heterogéneos que ayuden al alumnado a trabajar de forma conjunta, equilibrada y así favorecer su aprendizaje. Por este motivo, en este programa de orientación e intervención psicopedagógica nos vamos a centrar en utilizar este tipo de metodología cooperativa junto con las Inteligencias Múltiples y así contribuir en el aprendizaje de los alumnos de forma más activa y constructivista. A través de los tres ámbitos de los que está compuesta la orientación educativa, Acción Tutorial, Atención a la Diversidad y Orientación Académica y Profesional, vamos a estimular las diferentes inteligencias de nuestros alumnos además de hacer ver que cualquier dificultad no tiene por qué ser un impedimento para seguir avanzando, sino todo lo contrario, tratamos de trabajar de manera inclusiva dentro del aula, ya que todos los objetivos que se proponen en este programa de intervención pueden ser conseguidos por todos los alumnos sin presentarle ninguna barrera que se lo impida. Palabras clave: Inteligencias Múltiples, aprendizaje colaborativo-cooperativo, dificultades específicas de aprendizaje, orientación. MULTIPLE INTELLIGENCES AND LEARNING DIFFICULTIESAbstract. Increasingly, we find that both primary schools and secondary schools try to include more innovative and active methodologies, such as working in a cooperative or collaborative way, that is to say, forming workgroups that help students to work together and thus facilitate their learning. For this reason, in this program sychopedagogical orientation and intervention we are going to focus on using this type of cooperative methodology together with Multiple Intelligences and thus contribute in the learning process of students in a more active and constructivist way. Through the three areas of which the educational orientation is composed, Tutorial Action, Attention to Diversity and Academic and Professional Orientation, we are going to stimulate the different intelligences of our students as well as to make it clear that any difficulty is not an obstacle to move forward, But on the contrary, try to work in inclusive way in the classroom, now that all the objectives proposed in this intervention program they can be achieved by all students without showing you any barrier that prevents it is. Keywords: Multiple Intelligences, collaborative-cooperative learning, specific learning difficulties, orientation. MLS EDUCATIONAL RESEARCH IntroducciónLos orígenes de la orientación en España han sido complicados y su desarrollo en el sistema educativo fue muy lento. A partir de la Ley de Ordenación General del Sistema Educativo (LOGSE) de 1990 y la reforma educativa que esta supuso, fue cuando se consideró que la Orientación Educativa era necesaria para favorecer la educación y que formara parte de la función docente.Más adelante, el concepto de orientación sigue aparecie...

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