Taking into account that 15% of the world population suffers from some type of disability, few investigations have been concerned with knowing the level of Digital Competence that students with functional diversity have. This research is based on an initial sample of 17,301 newly enrolled university students from the Andrés Bello University (Chile), of which 650 are selected for having some type of disability. Its main objective is to know the level of self-perception in the Digital Competence of university students with disabilities and the variables that explain it. To do this, an evaluation instrument consisting of 6 dimensions (technological literacy, information search and processing, critical thinking, problem solving and decision making, communication and collaboration, digital citizenship, and communication and collaboration) is designed and applied. To calculate the validity of the instrument, the partial least squares (PLS) method is applied through structural equation modeling. Next, data is provided regarding the level of Digital Competence of the students and if there are differences between the types of disability. Finally, the data is subjected to a logistic regression to estimate the relationship between the dependent variable (Digital Competence) and a set of independent variables (sociodemographic variables). The results reveal that the instrument used shows high levels of reliability, which guarantees its use in students with disabilities. Likewise, the average level of Digital Competence is medium low. The factors that affect this variable are discussed and the necessary structuring of digital literacy plans is highlighted. Finally, this paper discusses new techniques for diagnosing students' digital skills.

考虑到 15% 的世界人口患有某种类型的残疾，很少有调查关注了解具有功能多样性的学生的数字能力水平。这项研究基于来自安德烈斯贝洛大学（智利）的 17,301 名新入学大学生的初始样本，其中 650 名因患有某种类型的残疾而被选中。其主要目标是了解残疾大学生数字能力的自我认知水平以及解释它的变量。为此，一个由 6 个维度组成的评估工具（技术素养、信息搜索和处理、批判性思维、问题解决和决策、沟通和协作、数字公民、以及沟通和协作）被设计和应用。为了计算仪器的有效性，通过结构方程建模应用偏最小二乘法（PLS）。接下来，提供有关学生数字能力水平以及残疾类型之间是否存在差异的数据。最后，对数据进行逻辑回归，以估计因变量（数字能力）和一组自变量（社会人口变量）之间的关系。结果表明，所使用的仪器具有很高的可靠性，这保证了它在残疾学生中的使用。同样，数字能力的平均水平是中低。讨论了影响该变量的因素，并强调了数字素养计划的必要结构。最后，本文讨论了诊断学生数字技能的新技术。