The CURRICULA, from the perspective of "teaching", implies four dimensions, which are: a) cognitive accessibility; b) university support; c) academic skills and competencies; and d) transversal competencies. These will be briefly explained below through theoretical notions as well as the opinions of specialists from four different countries (Spain, Italy, Ireland, and Portugal) and stakeholders from these same countries (students with and without disabilities, university professors/researchers, and university staff).

COGNITIVE ACCESSIBILITY

The main principle of Cognitive Accessibility is promoting adaptability rather than conformity. The cognitive accessibility standards therefore aim to avoid prescriptive rules, instead providing principles and strategies, consistent with a UD approach, which promotes features in the built environment that are functional and comfortable for everyone (Steel & Janeslätt, 2016).

Empirically, the subdimensions that characterize cognitive accessibility are a) Inclusive Learning Methodologies/Strategies; b) teacher training; and c) Coordination of university and extra-university support.

Regarding inclusive learning methodologies, stakeholders believe that curricular adaptations must be made through learning support tools (such as easy reading or pictograms) that are available to everyone. They infer that it is not a lack of skills but rather a lack of recognition of different talents. Therefore, tools must be provided so that all students can achieve their goals (considering that these goals are not only related to intellectual abilities).

Teacher training is focused on the specificity of functional diversity to promote an inclusive university. One of the most important aspects is that the teachers involved in this inclusive training are equipped with tools and reasonable adjustments so that this training is of quality and transformative and implies a quality education where solid support networks are generated, and the students acquire autonomy in their independent lives.

Finally, the coordination of university and extra-university support focuses its idea on the co-responsibility of all those involved, with the commitment of the students, their peer networks, and their families being just as important for inclusion as the responsibility of the university itself.

UNIVERSITY SUPPORTS

The university must provide a specific structure for welcoming and monitoring students with specific needs, to inform and support the student and facilitate the entire process of inclusion in the university. On the other hand, they must articulate with other university services, when necessary, as well as with teachers, providing information and training, namely with the creation of pedagogical teaching resources.

On the other hand, the Erasmus+ Program finances extra financial support for students with Specific Educational Needs who wish to undertake mobility to study or do an internship. Information is also made available on inclusion and the support services of different educational institutions.

University support at the curricular level is focused, empirically, on teacher specialization in inclusion. This means that university professors must obtain additional training to acquire tools that allow them to teach inclusively.

ACADEMIC SKILLS AND COMPETENCES

Starting with the identification of two broad approaches to curriculum design, a standards-based curriculum, and a functional curriculum, Kim, S. et al (2021) states that academic skills for persons with ID can include a body of knowledge or skills that it deems to be understood or done, according with a national agency, professional body or panel of experts – standards-based curriculum, and also skills that are of value immediately or shortly, according with the definition of functional curriculum. Functional skills can include not only vocational and social skills but also the everyday application of reading and writing to tasks. The authors also highlight the need to involve the family in the process of decisions about what to teach and how to teach.

Academic skills and competencies refer, empirically, to innovative teaching strategies for learning, such as developing skills for presenting a topic in a group context, or slow exposition, and respecting each student's time.

TRANSVERSAL COMPETENCES

Transversal competencies, from the curricular point of view, are those that facilitate the inclusion of people with intellectual disabilities through the recognition of other knowledge, talents, and competencies that go beyond the rational and academic vision, such as experience and practice.

References used

Steel, E. J., & Janeslätt, G. (2016). Drafting standards on cognitive accessibility: a global collaboration. Disability and Rehabilitation: Assistive Technology, 12(4), 385–389.

Kim, So Yeon & Lory, Catharine & Kim, Soo & Gregori, Emily & Rispoli, Mandy. (2021). Teaching Academic Skills to People with Intellectual and Developmental Disability. In Russell Lang & Peter Sturmey Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities (pp.103-135) 10.1007/978-3-030-66441-1_5.