<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722021000100138</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2021.33.862</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores]]></article-title>
<article-title xml:lang="pt"><![CDATA[Condições para a docência inclusiva: análise a partir das barreiras e os facilitadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Conditions for inclusive teaching: analysis from barriers and facilitators]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Castro]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNAM Instituto de Investigaciones sobre la Universidad y la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>33</numero>
<fpage>138</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722021000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es analizar las barreras y facilitadores identificados por una muestra de estudiantes con discapacidad, de dos universidades públicas mexicanas, en tres componentes de la docencia: las formas de presentación, las formas de participación y compromiso, y las actitudes hacia la inclusión. La investigación consistió en un estudio de caso y la técnica de indagación fue la entrevista a profundidad. Los resultados nos muestran que la formación docente en inclusión y discapacidad es importante, pero, que se requiere brindar herramientas que permitan a los profesores hacer ajustes razonables, con base en las necesidades de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é analisar as barreiras e facilitadores identificados por uma amostra de estudantes com deficiência, de duas universidades públicas mexicanas, em três componentes da docência: as formas de apresentação, as formas de participação e compromisso, e as atitudes para a inclusão. A pesquisa consistiu em um estudo de caso e a técnica de indagação foi a entrevista a profundidade. Os resultados mostram que a formação docente em inclusão e deficiência é importante, mas, também, se requer brindar ferramentas que permitam aos professores fazer ajustes razoáveis, com base nas necessidades dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to analyze the barriers and facilitators identified by a sample of students with disabilities enrolled in two Mexican public universities, in three components of teaching: the ways in which they are presented, the ways in which they are invited to take part in the activities and their level of commitment and the attitudes towards inclusion. The research consisted of a case study and the investigacion technique was the in-depth interview. The results show us that teacher training in inclusion and disability is important, but it is also necessary to provide tools that allow teachers to make reasonable adjustments, based on the needs of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[barreras]]></kwd>
<kwd lng="es"><![CDATA[facilitadores]]></kwd>
<kwd lng="es"><![CDATA[discapacidad]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[barreiras]]></kwd>
<kwd lng="pt"><![CDATA[facilitadores]]></kwd>
<kwd lng="pt"><![CDATA[deficiência]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[barriers]]></kwd>
<kwd lng="en"><![CDATA[facilitators]]></kwd>
<kwd lng="en"><![CDATA[disability]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref>
</ref-list>
</back>
</article>
