The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index; none of the 10 sources its claims cite is checked for support yet.
Accessibility in Spanish Universities, evaluation through their policies: Communications about accessibility during COVID-19
Open accessAbstract
This research analyzes the announcements issued by Spanish universities during the COVID-19 pandemic relating to students with special needs, to offer a new vision, complementary to existing audits conducted on university websites about technical accessibility compliance. The study approaches the evaluation of accessibility from the point of view of organizational support. The identified measures are mapped onto Universal Design Learning guidelines to give them context and to analyze their coverage. The research shows a landscape with an uncoordinated and uncollaborative approach, with negative consequences in the tackling of remote emergency teaching..
Overview
Integrity signals
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Cites
Statistics
Verification
Claims the paper makes
10 Own result · 8 Own interpretation · 5 Sources not found · 2 No full text of the sources · 1 Not checked yet · 1 Own method
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Measures not mapped deal with Legal aspects or Attention services, or some aspects of Evaluation (increasing time between different assessments, managing anxiety, and joint review with the teacher before submission, flexibility on reassessments and policies of pass rates), logistics / implementation of the adaptation (changes without altering the teaching quality, transparent changes, specific s”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“EHU, UGR, UiB, UDL and UPC took measures relative to all the UDL guidelines.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The distribution of measures by guideline also shows great differences between universities, indicating, again, inconsistent approaches.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The announcements and documents issued by the universities accurately reflect the accessibility measures those universities actually implemented.
- Rests on an assumption: When a measure does not appear in the analyzed documents, the corresponding university did not take that measure.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“83.84% (83 out of 99) measures have been mapped onto one or more UDL guidelines (figures 4, 5 and 6).”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“None of the universities takes measures in all the identified categories.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 2. Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The announcements and documents issued by the universities accurately reflect the accessibility measures those universities actually implemented.
- Rests on an assumption: When a measure does not appear in the analyzed documents, the corresponding university did not take that measure.
In the paper
“To analyze adoption and compliance of legislation and pledges relating accessibility, several technical audits have been conductedon university websites [7][8][9][10][11][12][13][14][15], some of them by the authors of this article, and all of them with disappointing results showing very low compliance.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not matchedcites [7][8][9][10][11][12][13][14][15]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Moreover, public universities, which are funded by public governments, are subject to accessibility legislation [3][4][5][6].”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not matchedcites [3] 3. España (2013). Real Decreto Legislativo 1/2013, de 29 de noviembre, por el que se aprueba el texto refundido de la ley general de derechos de las personas con discapacidad y de su inclusión social. Boletín oficial del estado. Nº289. https://www.boe.es/eli/es/rdlg/2013/11/29/1/con.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [4] 4. España (2001). Ley orgánica 6/2001, de 21 de diciembre, de universidades. Boletín oficial del estado. Nº307, 16241-16260. https://www.boe.es/eli/es/lo/2007/04/12/4.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [5][6]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although higher education in Spain encompasses universities with experience in the area of accessibility, their knowledge and resources did not become an asset during the COVID pandemic.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 17
- The quote only partly states this claim. 1
- Probably not a substantial claim. 3
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“here are 15 measures which could not be mapped onto any UDL guidelines, the second principle (action and expression) is the most covered with a total of 54 measures, and second to it, principle 1 (representation) is included in 46 measures; the principle less covered is the third one, motivation, which is only covered in 21 measures (figure 8).”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The distribution of the number of measures by universities shows large differences between them, indicating a significant lack of consistency on topics addressed by the universities.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 2. Methodology
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The announcements and documents issued by the universities accurately reflect the accessibility measures those universities actually implemented.
- Rests on an assumption: When a measure does not appear in the analyzed documents, the corresponding university did not take that measure.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In particular, two of the most represented categories are Evaluation (29) and Accessible materials (20), confirming that students with special needs have traditionally struggled with assessments not planned or without alternatives for people with specific needs (more time, alternative formats, available sign language interpreters…) as well as with learning materials.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 2. Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“On the other hand, USAL does not include any guidelines from Principle 1 (representation); UPC, UNED and UAM do not include any guideline from principle 3 (motivation), and the rest of universities have measures related to all the UDL principles, but not covering all guidelines.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is worth mentioning that none of the analyzed documents references UDL as a methodological framework, although university measures correspond to a great extent with UDL guidelines.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The research has identified some measures, not included in the UDL guidelines, but which have become relevant on the current teaching system as part of the digital skills of staff [25].”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
What the sources say
- Not matchedcites [25] 25. INTEF (2017). Marco común de competencia digital docente. Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. https://aprende.intef.es/sites/default/files/2018-05/2017_1020_Marco- Com%C3%BAn-de-Competencia-Digital-Docente.pdf
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- Not matched
In the paper
“The effective incorporation of educational strategies requires reference frameworks to implement the necessary policies and procedures, and to offer a global vision to higher education institutions, as well as the necessary resources needed to react with agility in difficult circumstances.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not matchedcites [18][19]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In particular, two of the most represented categories are Evaluation (29) and Accessible materials (20), confirming that students with special needs have traditionally struggled with assessments not planned or without alternatives for people with specific needs (more time, alternative formats, available sign language interpreters…) as well as with learning materials.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 2. Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In the context of the COVID-19 pandemic, where there was a gap in working effective strategies to tackle the situation and a short time to react [20], clear and consistent policy and reference frameworks were more relevant than ever.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not checked — no full text of the sourcecites [20] 20. OECD (Ed.) (2020). Education responses to Covid-19: an implementation strategy toolkit. OECD Education Policy Perspectives, 5. OECD Publishing. https://doi.org/10.1787/81209b82-en. source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In these analyses the organization aspects of accessibility were often forgotten, while they are increasingly valued as success factors [16][17].”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not matchedcites [16][17]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“To link accessibility with internal policies, metrics, incentives or even fines is a basic requirement for real implementation [16], and as such, policy is the focus of this article.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not checked — no full text of the sourcecites [16] 16. Jonathan Lazar, Daniel Goldstein and Anne Taylor (2015). Ensuring digital accessibility through process and policy. Morgan Kauffman, Amsterdam.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“When the teaching-learning process is designed under UDL ethos, the difficulties to adapt methodologies and teaching plans decrease and it is easier to adapt to unpredicted changes [21].”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 1. Introduction
What the sources say
- Not checked yetcites [21] 21. CAST (Ed.) (2008). Universal design for learning guidelines. Version 1.0. CAST. https://udlguidelines.cast.org.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The three first authors of the article were in charge of the documentary analysis.They followed a strict protocol of independently reading and analyzing the chosen documents, marking topics arising from the text and identifying measures, and then combining the results to unify selected elements and to agree on terminology, with significant differences between universities.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 2. Methodology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“even when globally the taken measures cover a substantial number of the needs that have arisen from the COVID pandemic context, an individual analysis of each university indicates a totally different landscape, with a very partial approach to all the required actions.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Approaching the evaluation of accessibility from the point of view of organizational support and policies may be a first step to a new vision of accessibility studies in higher education institutions; results are similar to technical studies.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The research shows a landscape with an uncoordinated and uncollaborative approach, with negative consequences in the tackling of remote emergency teaching.”
- Also stated in: § 4. Discussion and Conclusions · plain
“Accordingly, it must be emphasized, as a negative point, the fragmented, uncoordinated, and not collaborative approach to a global problem that could have been solved much more positively if the different experiences, knowledge and resources of each center had been combined, and due to the lack of collaboration the consequences have been negative in the tackling of remote emergency teaching.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > Abstract
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 4. Discussion and Conclusions · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Universities in Spain are far from complying with the acquired compromises of an accessible education, also in the organizational and policies areas, and there is a long way to go to reach an inclusive education.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In fact, the bias in this case is shifted to the positive end of the spectrum, as the research covers the universities most active in the area of accessibility, and it would not be unusual to identify universities with far more partial approaches than the ones included in this article.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although this study has been unable to get documents from more universities (15 out of 50), the authors believe that the results are representative of actions taken by universities in Spain.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 4. Discussion and Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
The announcements and documents issued by the universities accurately reflect the accessibility measures those universities actually implemented.
“The distribution of the number of measures by universities shows large differences between them, indicating a significant lack of consistency on topics addressed by the universities.”
“The distribution of measures by guideline also shows great differences between universities, indicating, again, inconsistent approaches.”
The paper relies on this without support.
When a measure does not appear in the analyzed documents, the corresponding university did not take that measure.
“None of the universities takes measures in all the identified categories.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
“EHU, UGR, UiB, UDL and UPC took measures relative to all the UDL guidelines.”
§ Accessibility in Spanish Universities, evaluation through their policies communications about accessibility during COVID-19 > 99
“UPC, UNED and UAM do not include any guideline from principle 3 (motivation)”
Citations
Cites
The Discovery of Grounded Theory; Strategies for Qualitative Research
Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968) · Nursing Research · doi:10.1097/00006199-196807000-00014 · Cited by 39,449
The Discovery of Grounded Theory: Strategies for Qualitative Research
Wakeford, J. (1969) · Sociology · doi:10.1177/003803856900300233 · Cited by 1,464
Education policy implementation
Viennet, R., & Pont, B. (2017) · OECD education working papers · doi:10.1787/fc467a64-en · Cited by 220
Ensuring Digital Accessibility Through Process and Policy
Lazar, J., Goldstein, D., & Taylor, A. (2015) · Elsevier eBooks · doi:10.1016/c2013-0-13367-3 · Cited by 143
Ensuring Digital Accessibility through Process and Policy
(2015) · Elsevier eBooks · Cited by 137
Education responses to COVID-19: Implementing a way forward
Gouëdard, P., Pont, B., & Viennet, R. (2020) · OECD education working papers · doi:10.1787/8e95f977-en · Cited by 131
Web accessibility evaluation of top-ranking university Web sites in Spain, Chile and Mexico
Máñez-Carvajal, C., Cervera-Mérida, J. F., & Fernández-Piqueras, R. (2021) · Universal Access in the Information Society · doi:10.1007/s10209-019-00702-w · Cited by 52
La accesibilidad de los portales web de las universidades públicas andaluzas
Balsells, L. A. C., González, J. C. G., Balsells, M. A. C., & Chamorro, V. A. P. (2017) · Revista española de Documentación Científica · doi:10.3989/redc.2017.2.1372 · Cited by 32
Education responses to COVID-19: an implementation strategy toolkit
(2020) · OECD Education Policy Perspectives · doi:10.1787/81209b82-en · Cited by 27
Dificultades en la Accesibilidad Web de las Universidades Españolas de acuerdo a la Norma WCAG 2.0
Medina, A. C., Chacón-López, H., López-Justicia, M. D., & Fernández-Jiménez, C. (2013) · Revista española de Documentación Científica · doi:10.3989/redc.2013.4.1009 · Cited by 26
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- España ( 2001 ). Ley orgánica 6/2001, de 21 de diciembre, de universidades. Boletín oficial del estado . Nº 307 , 16241 - 16260 . https://www.boe.es/eli/es/lo/2007/04/12/4. España (2001). Ley orgánica 6/2001, de 21 de diciembre, de universidades. Boletín oficial del estado. Nº 307, 16241-16260. https://www.boe.es/eli/es/lo/2007/04/12/4.
- España ( 2007 ). Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. Boletín oficial del estado. Nº 260 , 44037 - 44048 . https://www.boe.es/eli/es/rd/2007/10/29/1393. España (2007). Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. Boletín oficial del estado. Nº 260, 44037-44048. https://www.boe.es/eli/es/rd/2007/10/29/1393.
- España ( 2018 ). " Real Decreto 1112/2018 sobre accesibilidad de los sitios web y aplicaciones para dispositivos móviles del sector público. Boletín oficial del estado . Nº 227 , 90533 - 90549 . https://www.boe.es/eli/es/rd/2018/09/07/1112. España (2018). "Real Decreto 1112/2018 sobre accesibilidad de los sitios web y aplicaciones para dispositivos móviles del sector público. Boletín oficial del estado. Nº 227, 90533-90549. https://www.boe.es/eli/es/rd/2018/09/07/1112.
- Carmen Alba Pastor , Núria Ruiz and Ainara Zubillaga del Río ( 2003 ). " Educación superior y discapacidad: accesibilidad de las páginas web de las universidades estatales". Comunicación y pedagogía: nuevas tecnologías y recursos didácticos . Nº 188 , 25 - 31 . Carmen Alba Pastor, Núria Ruiz and Ainara Zubillaga del Río (2003). "Educación superior y discapacidad: accesibilidad de las páginas web de las universidades estatales". Comunicación y pedagogía: nuevas tecnologías y recursos didácticos. Nº 188, 25-31.
- Purificación Toledo Morales ( 2001 ). La accesibilidad en las Web de las universidades andaluzas. Pixel-Bit: revista de medios y educación . Nº 17 , 53 - 66 . https://recyt.fecyt.es/index.php/pixel/article/view/61177. Purificación Toledo Morales (2001). La accesibilidad en las Web de las universidades andaluzas. Pixel-Bit: revista de medios y educación. Nº 17, 53-66. https://recyt.fecyt.es/index.php/pixel/article/view/61177.
- BSI ( 2010 ). BS 8878:2010 Web accessibility: code of practice. British Standards Institution , London . BSI (2010). BS 8878:2010 Web accessibility: code of practice. British Standards Institution, London.
- CAST (Ed.) ( 2008 ). Universal design for learning guidelines. Version 1.0. CAST. https://udlguidelines.cast.org . CAST (Ed.) (2008). Universal design for learning guidelines. Version 1.0. CAST. https://udlguidelines.cast.org.
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The Invisible Participants: How Computing Education Research Fails Students with Disabilities
Morrow, N. S. J., Irving, A., McKenzie, J., Smith, A., & Gilbert, J. E. (2025) · Proceedings of the 2025 Conference on Research on Equitable and Sustained Participation in Engineering, Computing, and Technology · doi:10.1145/3704637.3734739 · Cited by 6
Metadata
- Authors
- Massaguer, L., Ribera, M., Alcaraz Martínez, R., Satorras Fioretti, R. M., Salse, M., Costa, M., Térmens, M., & Centelles, M.
- Affiliations
- Universitat Oberta de Catalunya (ES)
- Universitat de Barcelona (ES)
- Departament de Biblioteconomia, Documentació i Comunicació Audiovisual, Universitat de Barcelona, Spain
- Department d'Història del dret, Dret romà i Dret eclesiàstic de l'Estat, Universitat de Barcelona, Spain
- Venue
- XXII International Conference on Human Computer Interaction
- Publisher
- ACM
- Published
- 2022-09-07
- Pages
- 1-5
- OpenAlex
- W4297679057
- Cited by
- 1
- References
- 13
- Citations by year
- 2025: 1
- FWCI
- 0.36
- Type
- conference paper
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona) (submittedVersion, public-domain)
- Funders
- MICINN (RTI2018-095232-B-C21)
- MINECO/FEDER, UE (PID2019-105093GB-I00)
- Institut de Desenvolupament Professional de la Universitat de Barcelona (REDICE-20-2540)
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- web accessibility, Spanish universities, COVID-19 pandemic, special needs students, accessibility policy, Universal Design for Learning, remote emergency teaching, higher education, organizational support, accessibility compliance
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.
A language model drew the claims from the paper on 2026-09-29, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-09-29 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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 ›
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Accessibility in Spanish Universities, evaluation through their policies: Communications about accessibility during COVID-19. https://app.cochat.ai/papers/10.1145/3549865.3549892
- The paper
- Massaguer, L., Ribera, M., Alcaraz Martínez, R., Satorras Fioretti, R. M., Salse, M., Costa, M., Térmens, M., & Centelles, M. (2022). Accessibility in Spanish Universities, evaluation through their policies: Communications about accessibility during COVID-19. XXII International Conference on Human Computer Interaction. https://doi.org/10.1145/3549865.3549892
