Resumen de Centros de apoyo a la inclusión en la educación superior: descripción de los servicios ofrecidos en universidades españolas
Marcos Gómez Puerta, Esther Chiner Sanz, María Cristina Cardona Moltó, Rosa Isabel Rodríguez Rodríguez
There has been an increase in interest in promoting inclusion in higher education. There are students with specific educational support needs for whose attention inclusion support services have been implemented, although these have had an uneven development depending on what is promoted by each university. The purpose of this study was to identify the existence of support services for inclusion in Spanish universities, to describe the services that are being implemented and to compare them between public and private universities.
The research method followed was observational through an indirect non-participant technique through the analysis of the institutional websites of the inclusion support services. A total of 84 Spanish universities were analyzed. The data analysis was carried out through the content analysis of the information available, which was recorded in a questionnaire designed ad hoc to compile said data. Results showed that the implementation of student support services is massive in the Spanish environment (88.1 %). The most common services are those related to the personal, academic and psychological orientation of the students, as well as the management of the necessary curricular adaptations. In conclusion, there is a need to homogenize the implementation of services between universities, focusing on the training and orientation of teachers and administration and services staff, and on the evaluation of inclusion through performance indicators
