Inclusive education in higher education: challenges and opportunities
Open accessAbstract
Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education has increased. The purpose of this article is to offer thoughts on inclusive practices within higher education. The paper is organised into three sections: a description of the current situation of inclusive education in relation to students with disabilities in higher education; a review of the literature focused on students with disabilities and on faculty members within higher education; and a discussion of how moving the university towards an inclusive setting requires designing policies, strategies, processes and actions that contribute to ensuring the success of all the students.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Students with disabilities must often self-advocate and disclose their disability, which can be emotionally demanding, especially for those with invisible disabilities.
“Moreover, students must often self-advocate and disclose their disability, which can be emotionally demanding, especially for those with invisible disabilities (Fichten et al., 2020;Moriña, 2017;Osborne, 2019).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Moriña, 2017
Efforts to train university staff on disability and accessibility are insufficient, as negative attitudes are still reported.
“While there are efforts to train university staff on the topic, which can greatly facilitate a good student experience, they are insufficient, as negative attitudes are still reported (Moriña, 2017).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Moriña, 2017
Disclosure can be emotionally tricky for students with disabilities.
“As disclosure can be emotionally tricky for students with disabilities (Moriña, 2017;Mullins & Preyde, 2013;Osborne, 2019), this issue must be addressed carefully.”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Moriña, 2017
Some students with disabilities do not want to be treated differently.
“this study found that some students with disabilities do not want to be treated differently.”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Moriña, 2017
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 88 · Cited by 535
- Authors
- Moriña, A.
- Affiliations
- Universidad de Sevilla (ES)
- Corresponding author
- Moriña, Anabel
- ORCID
- Moriña, Anabel
- Venue
- European Journal of Special Needs Education
- Publisher
- Informa UK Limited
- Published
- 2016-12-23
- Volume
- 32
- Issue
- 1
- Pages
- 3-17
- ISSN
- 0885-6257 (ISSN-L)
- 1469-591X
- OpenAlex
- W2562135489
- Cited by
- 535
- References
- 88
- Citations by year
- 2026: 85 · 2025: 86 · 2024: 81 · 2023: 81 · 2022: 58 · 2021: 67 · 2020: 38 · 2019: 21 · 2018: 10 · 2017: 6 · 2013: 1
- FWCI
- 30.09
- Type
- journal article
- Language
- en
- Open access
- green
- idus.us.es
- Licence
- cc-by-nc-nd
- Locations
- European Journal of Special Needs Education (publishedVersion)
- idUS (Universidad de Sevilla) (submittedVersion, cc-by-nc-nd)
- Funders
- Ministry of Economy and Competitiveness of Spain (EDU2013-46303-R)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
- Social Sciences › Safety Research › Disability Rights and Representation
- Keywords
- inclusive education, higher education, students with disabilities, university faculty, university inclusion, disability policy, inclusive practices, student success
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
