This study presents a series of key aspects to achieve inclusive education in Spanish universities, from the viewpoint of students with disabilities and disability support service staff. The study used a qualitative methodology through in-depth semi-structured interviews. Data analysis was inductive, through a system of categories and codes. Results revealed various essential aspects to facilitate inclusive education: the positive attitude of the faculty members towards students with disabilities promotes the inclusive education, the need to make reasonable adjustments (methodologies, evaluation systems, and resources) to guarantee the learning of students with disabilities, and the use of technologies to facilitate access to learning. Results allowed us to conclude that the faculty was a key figure in the inclusion of students with disabilities and it's necessary a universal learning design approach into practice to benefit all students.
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