Education is a space where the pursuit of knowledge and personal development must be within reach of all individuals equally. However, it currently faces a persistent issue related to the inclusion of students with special conditions, such as intellectual disabilities or special learning needs. This problem worsens when barriers hindering access to education are not effectively addressed. In this regard, including people with disabilities in the teaching and learning process is a priority, as it guarantees the right to inclusive education. Moreover, the allocation of resources by the organization makes a significant difference, as it ensures educational quality, equity, and the comprehensive development of all students, positively contributing to the growth of a fairer and more equitable society.

Consequently, this paper will address the issue of including students with intellectual and learning disabilities, such as autism, ADHD, and dyslexia, in higher education from the perspective of Universal Design for Learning (UDL). This strategy seeks to eliminate barriers and achieve inclusion by creating accessible and effective environments, thus promoting equitable participation. In this context, it outlines three principles to consider in pedagogical education: Representation, Action and Expression, and Engagement or Participation, which emphasize the importance of providing multiple ways of motivation in the learning process to ensure that the environment is accessible and beneficial for all students. By applying these principles, Universal Design for Learning (UDL) aims to create an educational environment where students, regardless of their abilities or individual characteristics, can participate meaningfully, comprehend content, and authentically demonstrate their learning. This comprehensive approach of Universal Design for Learning (UDL) highlights the need to consider student diversity at every stage of the educational process, from presenting content to assessing learning, thus promoting an environment where every individual can reach their full potential.

To address this challenge, an analysis of inclusive policies and good university practices (designed to eliminate barriers to learning and promote the effective inclusion of these students in higher education) will be conducted, linking each of them to one or more of the UDL principles.

Keywords: Higher education, Universal Design for Learning (UDL), inclusion.