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In this paper, we analyze the arising dilemmas in the inclusion of people with disabilities in higher education, based on two formulations: identification and location. This research consisted of an intrinsic case study. The results show dilemmatic situations in four aspects: the prior notification about the presence of a student with disabilities in the classroom, the importance of the diagnosis for the realization of pedagogical accomodation, the feasibility of these students attending tertiary education, and the type of academic program they can study. The results also highlighted the role of teachers’ profile and attitude, as well as the importance of institutional conditions when dealing with dilemmas.

Dilemas del profesorado en la inclusión educativa de estudiantes universitarios con discapacidad