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The objective of this article is to analyze the barriers and facilitators identified by a sample of students with disabilities enrolled in two Mexican public universities, in three components of teaching: the ways in which they are presented, the ways in which they are invited to take part in the activities and their level of commitment and the attitudes towards inclusion. The research consisted of a case study and the investigacion technique was the in-depth interview. The results show us that teacher training in inclusion and disability is important, but it is also necessary to provide tools that allow teachers to make reasonable adjustments, based on the needs of the students.

Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores