Inclusive university teaching and the use of technological resources for learning in online environments: a study from the perspective of students with disabilities

El profesorado inclusivo y el uso de recursos tecnológicos para el aprendizaje en entornos universitarios online: un estudio desde la perspectiva del estudiantado con discapacidad

Abstract

This article examines, from the perspective of students with disabilities, the characteristics of inclusive teaching staff and students’ perceptions of technological resources as tools to support learning. It also analyses differences according to personal and academic variables. The study adopts a quantitative, non-experimental, descriptive-correlational and cross-sectional design. Participants were 174 students with disabilities enrolled at a Spanish public distance-learning university. Data were collected through a questionnaire validated by expert judgement and subjected to statistical analyses of internal consistency and construct validity. Descriptive statistics were calculated, and non-parametric tests were conducted (Spearman’s rho, Mann-Whitney U, and Kruskal-Wallis H). The results indicate that students identify several key characteristics of inclusive teaching. These include the planning of diverse and accessible learning experiences, knowledge of disability and available support measures, and a willingness to implement adaptations. Students also report positive perceptions of the use of technological resources in their courses, particularly regarding their contribution to the personalisation and accessibility of learning. However, several challenges remain, including limited teacher training in the use of these tools and the insufficient integration of genuinely inclusive methodologies. Students with more severe disabilities report greater shortcomings in teacher training and in the development of accessible virtual learning environments. The findings suggest that, although technology has considerable inclusive potential, teachers require continuous professional development to implement these tools effectively and to design inclusive digital learning environments.