This article describes the key elements to develop an inclusive pedagogy in the university through the testimonies of Social Sciences and Law faculty members. A total of 25 faculty members from seven different Spanish universities participated in the study, who were recommended by their students with disabilities based on their good practices. Two semi-structured interviews were conducted individually . The data were progressively analysed using a system of categories and codes. The results show three key elements to improve the academic experience of students with disabilities: disability-specific training for faculty members, a good faculty–student relationship and the willingness to make reasonable adjustments . This article proposes a well-trained faculty, who develop a flexible teaching with a positive and close relationships toward their students, as the ideal profile to serve as an example to other colleagues and universities in order to improve the quality of academic and social experiences for students with disabilities.

本文通过社会科学和法律教职员工的证词，描述了在大学中发展包容性教学法的关键要素。共有来自七所不同西班牙大学的 25 名教职员工参与了这项研究，他们是由他们的残疾学生根据他们的良好做法推荐的。单独进行了两次半结构化访谈。使用类别和代码系统逐步分析数据。结果表明，提高残疾学生学术体验的三个关键要素是：针对教职员工的残疾培训、良好的师生关系以及做出合理调整的意愿。这篇文章提出了一个训练有素的教师，