Publicaciones

En este apartado se presenta una selección de publicaciones realizadas por el equipo de investigación. Son el resultado del trabajo colectivo desarrollado en el marco de nuestros proyectos y constituyen contribuciones de alto impacto, publicadas en revistas científicas internacionales de reconocido prestigio. Si tuviera interés por otros artículos, no dude en visitar los ORCID de los miembros del Equipo.

Prácticas Docentes Inclusivas en la Unidiversidad: Implementación e impacto del DUA y Co-Creación de un Recurso Digital de Autoformación (INCLUDUA) (PID2024-156948NB-100)

• Moriña, A., Carballo, R., & Doménech, A. (2025). Transforming higher education: a systematic review of faculty training in UDL and its benefits. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2025.2465994

Historias de Éxito Universitario de Graduados con Discapacidad: Un Análisis Ecológico de Factores Personales y Contextuales (PID2020-112761RB-I00)

• Carballo, R., Biagiotti, G., Sanz, P., & Pérez-López, A. (2025). Self-efficacy as an influential factor in academic success: experiences of university graduates with disabilities in the area of Social Sciences and Law. International Journal of Disability, Development and Education. (A la espera de Publicación). 

• Lopez-Gavira, R., Orozco, I., & Perez-Lopez, A. V. (2025). Internal and external factors in the success of graduates with disabilities in higher education and employment: an international comparative study in Germany and Spain. Higher Education, 1-24. https://doi.org/10.1007/s10734-025-01446-8

• Mayo, E., Moriña, A. & Morgado, B. (2024). What is university success? Graduates with disabilities define it. Higher Education, 1-19. https://doi.org/10.1007/s10734-024-01308-9  

• Moriña, A., & Biagiotti, G. (2022). Academic success factors in university students with disabilities: a systematic review. European Journal of Special Needs Education, 37(5), 729-746. https://doi.org/10.1080/08856257.2021.1940007

• Moriña, A., Tontini, L., & Perera, V. H. (2024). External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy. International Journal of Educational Research, 124, 102316. https://doi.org/10.1016/j.ijer.2024.102316

• Orozco, I., Cotán, A., Van der Mel, L., & Cortés-Vega, M. D. (2025). What strategies did graduates with disabilities in Health Sciences use to persist and not drop out their studies?. Disability & society, 40(6), 1508-1530. https://doi.org/10.1080/09687599.2024.2368558

Prácticas docentes inclusivas con tecnologías emergentes (m-learning): diseño, desarrollo y evaluación de un programa de formación para profesorado universitario (US-1381423)

• Castellano-Beltrán, A., Carballo, R., & Moriña, A. (2025). Benefits and challenges of inclusive emerging technologies in universities: Analysis of the voice of students. Education and Information Technologies, 1-21. https://doi.org/10.1007/s10639-025-13374-2

• Castellano-Beltrán, A., Moriña, A., & Carballo, R. (2024). La tecnología educativa como herramienta inclusiva para los estudiantes con discapacidad: Experiencias de profesores universitarios españoles. Revista Brasileira de Educação Especial, 30, e0180. https://doi.org/10.1590/1980-54702024v30e0180

• Moriña, A., Carballo, R., & Castellano-Beltran, A. (2024). A systematic review of the benefits and challenges of technologies for the learning of university students with disabilities. Journal of Special Education Technology, 39(1), 41-50. https://doi.org/10.1177/01626434231175357

• Moriña, A., & Perera, V. H. (2025). Promoting inclusive practices with emerging technologies in higher education: Faculty professional development through blended-learning. The Internet and Higher Education, 101019.  https://doi.org/10.1016/j.iheduc.2025.101019

Pedagogía Inclusiva en la Universidad: Narrativas del Profesorado (EDU2016-76587-R)

•  Carballo, R., Aguirre, A., & Lopez-Gavira, R. (2022). Social and Juridical Sciences faculty members’ experiences in Spain: What to do to develop an inclusive pedagogy. Disability & Society, 37(9), 1501-1522. https://doi.org/10.1080/09687599.2021.1889980

• Carballo, R., Molina, V. M., Cortes-Vega, M. D., & Cabeza-Ruiz, R. (2022). Students with disabilities at university: benefits and challenges from the best faculty members’ experiences. European Journal of Special Needs Education, 38(1), 110-125. https://doi.org/10.1080/08856257.2022.2031104

• Cotán, A., Carballo, R., & Spinola-Elias, Y. (2024). Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities. International Journal of Inclusive Education, 28(7), 1240-1257. https://doi.org/10.1080/13603116.2021.1991492

• Doménech, A., Orozco, I., & Lopez-Gavira, R. (2023). Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences. International Journal of Educational Research, 117, 102116. https://doi.org/10.1016/j.ijer.2022.102116

• Moriña, A., García-Carpintero, A. A., & Doménech, A. (2019). Alumnado con Discapacidad en Educación Superior: ¿En qué, cómo y por qué se forma el profesorado universitario?. Publicaciones, 49(3), 227-249. https://doi.org/10.30827/publicaciones.v49i3.11411

• Moriña, A., & Orozco, I. (2022). Portrait of an inclusive lecturer: Professional and personal attributes. Innovation: The European Journal of Social Science Research, 1-17. https://doi.org/10.1080/13511610.2022.2070133

• Sánchez-Diaz, M. N., & Morgado, B. (2024). ‘With arms wide open’. Inclusive pedagogy in higher education in Spain. Disability & society, 39(7), 1800-1820. https://doi.org/10.1080/09687599.2022.2162858

• Sánchez-Díaz, M. N., Perera, V. H., & Moriña, A. (2022). Analysis of the voices of faculty members carrying out inclusive practices using ICT. Pedagogika, 146(2), 129-147. https://doi.org/10.15823/p.2022.146.7

Caminando Hacia la Inclusión Social y Educativa en la Universidad: Diseño, Desarrollo y Evaluación de un Programa de Formación para el Profesorado (EDU2013-46303-R)

• Carballo, R., Morgado, B., & Cortés-Vega, M. D. (2021). Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education, 25(7), 843-859. https://doi.org/10.1080/13603116.2019.1579874

• Moriña, A. (2019). Learning from experience: training for faculty members on disability. Perspectives: Policy and Practice in Higher Education, 23(2-3), 86-92. https://doi.org/10.1080/13603108.2018.1534759

• Moriña, A., & Carballo, R. (2017). The impact of a faculty training program on inclusive education and disability. Evaluation and program planning, 65, 77-83. https://doi.org/10.1016/j.evalprogplan.2017.06.004

• Moriña, A., & Carballo, R. (2018). Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación. Psicología escolar e educacional, 22, 87-95. https://doi.org/10.1590/2175-35392018053

• Moriña, A., Perera, V. H., & Carballo, R. (2020). Training needs of academics on inclusive education and disability. SAGE open, 10(3), 2158244020962758. https://doi.org/10.1177/2158244020962758

Análisis de las Aulas Universitarias Andaluzas desde la Perspectiva de Estudiantes con Discapacidad (P11-SEJ-7255)

•  Moriña, A., & Carballo, R. (2020). Universidad y educación inclusiva: recomendaciones desde la voz de estudiantes españoles con discapacidad. Educação & Sociedade, 41, e214662. https://doi.org/10.1590/ES.214662

• Moriña, A., López-Gavira, R., & Molina, V. M. (2015). Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34(1), 147-159. https://doi.org/10.1080/07294360.2014.934329

• Moriña, A., López-Gavira, R., & Morgado, B. (2017). How do Spanish disability support offices contribute to inclusive education in the university? Disability & Society, 32(10), 1608-1626. https://doi.org/10.1080/09687599.2017.1361812

• Moriña, A., Molina, V. M., & Cortés-Vega, M. D. (2018). Voices from Spanish students with disabilities: willpower and effort to survive university. European Journal of Special Needs Education, 33(4), 481-494. https://doi.org/10.1080/08856257.2017.1361138

Barreras y Ayudas que los Estudiantes con Discapacidad Identifican en la Universidad (EDU2010-16264)

• Molina, V. M., Perera Rodríguez, V. H., Melero Aguilar, N., Cotán, A., & Moriña, A. (2016). The role of lecturers and inclusive education. Journal of Research in Special Educational Needs, 16(1), 1046-1049. https://doi.org/10.1111/1471-3802.12361

• Moriña, A. (2017). ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education, 41(2), 215-226. https://doi.org/10.1080/0309877X.2015.1070402

• Moriña, A., Cortés-Vega, M. D., & Molina, V. M. (2015). Faculty training: An unavoidable requirement for approaching more inclusive university classrooms. Teaching in Higher Education, 20(8), 795-806. https://doi.org/10.1080/13562517.2015.1085855

• Moriña, A., Cortés-Vega, M. D., & Molina, V. M. (2015). What if we could imagine the ideal faculty? Proposals for improvement by university students with disabilities. Teaching and teacher education, 52, 91-98. https://doi.org/10.1016/j.tate.2015.09.008

• Moriña, A., & Cotán, A. (2017). Educación Inclusiva y Enseñanza Superior desde la mirada de estudiantes con Diversidad Funcional. Revista Digital de Investigación en Docencia Universitaria, 11(1), 20-37. https://dx.doi.org/10.19083/ridu.11.528

• Moriña, A., Lopez-Gavira, R., & Molina, V. M. (2017). What if we could imagine an ideal university? Narratives by students with disabilities. International Journal of Disability, Development and Education, 64(4), 353-367. https://doi.org/10.1080/1034912X.2016.1228856