Students with disabilities and special educational needs in general interested in accessing studies at the UPV/EHU should contact the person responsible for mobility at the destination university centre and provide a psycho-educational report from their university of origin, showing their needs and the adaptations they require.

The Disabled People´s Service will deal with orientation and provide whatever support it believes necessary when the student joins the university centre.

 * In the academic year 2017-2018 out of 347 students registered, 34 have graduate and 49 have given up their studies. In the academic year 2018-2019, 133 new studentswereadmitted.

** This category includes pathologies arising from long-term illnesses and/or special treatment, as well as mental disorders.

3.1. EGINKIZUNA

Desgaitasunak dituzten Pertsonentzako Zerbitzuak desgaitasunak dituzten ikasleak eta, oro har, hezkuntza premia bereziak dituzten  ikasleen aukera-berdintasunaren printzipioa bermatu, ikasketetarako sarbidea erraztu, unibertsitateko zerbitzuak jaso eta  unibertsitateko bizitzan parte hartzea errazteko eginkizuna du.

INCLUSIVE EDUCATION: designing, organising and running education to allow access, progress and participation in studies on equal terms for all students regardless of their personal background or characteristics. It must be understood as a process of intervention in education able to adapt and be adapted to respond to diversity.

*EQUAL OPPORTUNITIES: breaking down the barriers to learning that exist in educational processes so that all students, whatever their characteristics, can access a shared curriculum without any need for individual adaptations, so achieving education that is as inclusive as possible.

SPECIAL EDUCATIONAL NEEDS: Needs some students have in order to enter and follow their studies, due to disability, specific learning difficulties or other issues and/or illnesses. They include greater or lesser difficulties with entry and progress in relation to the learning options established in the educational context.

*UNIVERSAL DESIGN: applying the principles of Universal Design (Mace, 1985; Preiser & Ostroff, 2001; Story, 2011) in an attempt to make the teaching and learning process that exists at different levels of school and university take as many students as possible into account, whatever their personal characteristics or situation.

*UDL=UNIVERSAL DESIGN FOR LEARNING: UDL means a new curriculum framework to allow improvements to be made in access to education for all students, especially students with disabilities (Hitchcock, Meyer, Rose & Jackson, 2002). UDL takes into account diversity among students by providing flexibility in goals, content, materials and assessment. This allows education professionals to offer variability in the way they teach in their classrooms.

SDG, Sustainable Development Goals: SDG 4; to ensure inclusive and equitable quality education, and SDG 10; reducing inequality. EHU Sustainable Development Agenda 2030 (2019-2025) contributes to the SDGs. 
 

 *Ingrid Sala Bars, Sergio Sánchez Fuentes, Climent Giné Giné y Emiliano Díez Villoria. Análisis de los distintos enfoques del paradigma del diseño universal aplicado a la educación. Revista Latinoamericana de Educación Inclusiva. 8 bol, zª 1, orri. 143-152

Disabled People´s Service

ALAVA

Natalia Ortiz Blasco

Vice-rectorate, Álava Campus

C/ Comandante Izarduy, 2

01006 Vitoria-Gasteiz

T.: 945 014343

BIZKAIA

Kepa González Antona

Ground floor of the Social Science and Communication Faculty

Barrio Sarriena, s/n

48940 Leioa

T.: 94 6012258

GIPUZKOA

Ane Amondarain Rodríguez / Mamen López Lizarralde

Ignacio Mª Barriola centre

Plaza Elhuyar, 1

20018 Donostia

T.: 943 018137

discap@ehu.eus

www.ehu.eus/discapacidad