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In recent years, the degree of inclusion in universities has increased, although this has been to a lesser extent in the case of on-site universities. For this reason, experiences are needed that encourage young people with disabilities to consider attending these centres in order to achieve greater normalisation of disability. The present study analyses the experience developed at the University of Granada with regard to inclusion: â€˜Inclusive Campus 2019â€™. The methodology is based on univariate analysis and non-parametric tests. The degree of inclusion and awareness of university education achieved by the Campus is also analysed. Among the most significant results, the high evaluation of the Campus, especially in terms of staff, and the probability of recommending the experience stand out. The degree of integration and inclusion has been especially relevant for those participants without disabilities.
Keywords: Inclusion, educational policies, disability, teaching experiences.
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