Mercé Barrera Ciurana < [email protected] > Universitat Jaume I. España Carmen Márquez Vázquez < [email protected] > Universidad Autónoma de Madrid. España Sergio Sánchez Fuentes < sergio.sanchezfuentes@uam. es > Universidad Autón

Access for students with disabilities in universities is insufficient to guarantee their inclusion. There is a need to implement Universal Design for Learning to facilitate the participation and learning of these students. However, its application in the university is still a challenge and, therefore, the work of support services is essential. This paper explores what support services know about this paradigm and how they promote it in the university. From a qualitative approach, semi-structured interviews were carried out in 14 Spanish university services and analyzed employing a content analysis. The results show that most of them have ideas about UDL but do not know how to put its principles into practice. In addition, there is resistance among faculty to introduce improvements from the UDL due to a lack of knowledge or work overload. In conclusion, there is a growing interest in applying this paradigm. However, it is necessary to change the culture of disability and articulate the necessary policies to promote it so that it becomes something shared by all.