Keywords
accessibility
disability
university
educational technologies Diseño Universal para el Aprendizaje
accesibilidad
discapacidad
universidad
tecnología de la educación
How to Cite
Abstract
This article aims to explore how the technological resources recommended by the Disability Services of 14 Spanish universities to faculty support the implementation of Universal Design for Learning in the university context. The approach followed is qualitative, and semi-structured interviews were conducted for data collection. To analyze the information, a content analysis was developed following both inductive and deductive logic. The results indicate that a significant portion of the recommended resources focus on ensuring access to information and enabling different pathways for communication. Additionally, assistive products are considered key elements for the inclusion of students with disabilities. The conclusions reveal that there is still a prevalent traditional view of UDL, centered on its early versions where the principles of motivation and engagement took a back seat. Therefore, it is necessary to continue exploring technological resources for student motivation and engagement, as well as a shift in perspective regarding the use of technology, recognizing its benefits not only for students with disabilities but for everyone.
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