Building inclusive universities: key elements of teaching practices

More and more experts are calling for a more inclusive Higher Education that guarantees access and permanence for all students. This work aims to investigate the elements that foster inclusive practices taking as reference the universal design of learning and improvement proposals to build classrooms that address the diversity of students. Methodologically it is a case study of a Spanish university. Focus groups and interviews were held with those responsible for university services, teachers and students. The main results show key elements related to planning, the development of teaching (teacher-student communication, classroom climate, assessment of diversity, methodology and resources) and evaluation. As proposals for improvement, it points to the need for greater teacher training and more institutional commitment to ensure inclusive higher education.