University entrance exams for students with special educational needs: Analysis by Spanish autonomous communities

Rubén González-Rodríguez; M. Pino Díaz-Pereira; Joseba Delgado-Parada; Breogán Riobóo-Lois

doi:10.17411/jacces.v16i2.746

Authors

González-Rodríguez R. University of Vigo https://orcid.org/0000-0003-1806-1103
Díaz-Pereira M. P. University of Vigo https://orcid.org/0000-0003-4138-1674
Delgado-Parada J. University of Vigo https://orcid.org/0000-0001-6300-2888
Riobóo-Lois B. University School of Social Work, University of Santiago de Compostela. Universidade de Vigo, Social Work Studies Group: Research and Transfer (GETS-IT), Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Spain , University of Vigo https://orcid.org/0000-0002-7293-1694

DOI:

https://doi.org/10.17411/jacces.v16i2.746

Abstract

Access to university for students with special educational needs remains a major challenge for inclusive education in Spain. Structural, regulatory and social barriers, along with territorial inequalities, hinder equity. This study analyses the procedures for processing and resolving requests for adaptations in university entrance exams, as well as the types of measures adopted. Data were gathered from 16 Spanish regions through an open-ended questionnaire and analysis of information published on institutional websites. The results show great heterogeneity in admission criteria, required documentation, and adaptations granted, both in terms of material and human support, as well as the measures applied during the administration and correction of the exams. This lack of regulatory harmonisation creates inequalities that compromise equitable access to higher education. The study concludes by highlighting the urgent need to establish common national criteria to ensure fair, accessible, and inclusive assessment processes.

Author Biographies

González-Rodríguez R., University of Vigo

PhD, Senior Lecturer and researcher in Social Work at the University of Vigo. Member of the Social Work Studies Group: Research and Transfer (GETS-IT) and Galicia Sur Health Research Institute, SERGAS-UVigo. His interests are intervention studies, gerontology, people with disabilities, health, social services and disability evaluation. He has published numerous scientific articles, book chapters and several books with prestigious publishers. He has participated in multiple research projects and supervised doctoral theses, as well as postdoctoral and predoctoral contracts.
Díaz-Pereira M. P., University of Vigo

Full Professor in the Department of Special Didactics at the Faculty of Education and Social Work (Universidade de Vigo). She teaches courses in various undergraduate degree programs in Education, as well as in the Master's Program in Multidisciplinary Intervention in Diversity in Educational Contexts. Additionally, she delivers numerous doctoral courses and seminars on the conceptual foundations of creativity and its assessment. She is a member of the DESIRE (Design Thinking Innovation & Research) Teaching Innovation Group. Her research focuses on creative performance and the design, implementation, and evaluation of interventions based on creative methodologies for addressing diversity. In the applied field, she collaborates with various universities in the training of education professionals and provides psychological support to athletes and performing artists. She participated in various research projects, designing materials to address educational challenges in contemporary societies. She is also a member of the organizing committee for university entrance examinations for students with special educational needs.
Delgado-Parada J., University of Vigo

PhD, Substitute Lecturer in the Department of Didactics, School Organisation and Research Methods at the University of Vigo. He held a University Teaching Training Fellowship (Ref.: FPU21/00126), funded by the Ministry of Universities of Spain. He teaches university courses related to technological resources and support for diversity. He is a member of the Research Group on Educational and Socio-Educational Contexts and of the DESIRE (Design Thinking Innovation & Research) Teaching Innovation Group. His research focuses on the analysis of creative strategies and ICT resources applied to interventions with vulnerable groups, such as students with special educational needs or vulnerable migrants. He participated in various research projects aimed at designing digital teaching materials based on creative methodologies in both formal and non-formal educational contexts
Riobóo-Lois B., University School of Social Work, University of Santiago de Compostela. Universidade de Vigo, Social Work Studies Group: Research and Transfer (GETS-IT), Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Spain, University of Vigo

PhD, Senior Lecturer at the University School of Social Work, affiliated with the University of Santiago de Compostela. Previously, he was an Assistant Professor at the University of Alicante, a pre-doctoral researcher (FPU20/06120), and a substitute lecturer at the Faculty of Education and Social Work at the University of Vigo. He holds a PhD from the University of Vigo and a master’s degree in Teacher Training, specialising in socio-community intervention, from the National University of Distance Education. He has undertaken a postdoctoral research placement in Italy as part of the ExPliCit project: Exploring Plausible Circular Futures, and pre-doctoral placements in Portugal, Norway and the United Kingdom. His main line of research focuses on the role of Social Work in promoting independent living for people with disabilities, and he has published various academic articles and book chapters on this and other topics related to the social-healthcare and socio-educational fields. He is currently an external collaborator with the Social Work Studies Group: Research and Transfer (GETS-IT) and the Southern Galicia Health Research Institute (IIS Galicia SUR), SERGAS-UVIGO, and the University of Vigo. Furthermore, he is currently actively involved in different national and international research projects.

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University entrance exams for students with special educational needs

Analysis by Spanish autonomous communities

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