This chapter introduces the conceptualization of knowledge transfer in universities and then moves on to the transfer of knowledge that favors the inclusion of people with intellectual disabilities. Finally, it points out the priorities detected and good practices in terms of transferring knowledge for the inclusion of this population group.

1.- How is knowledge about disability transferred from universities?

Nilsen and Anelli (2016) define transfer as technical knowledge, the movement of knowledge from one organizational setting to another. It should always be directed and planned and there are various modalities, both at a formal and informal level. It should also be noted that this knowledge transfer can be vertical or horizontal. In scientific research, knowledge transfer is an important part of the mission of most research groups.

The most common possibilities are the following:

Teaching is one of the classical methodologies of knowledge transfer. In this case, it consists of a vertical transmission of knowledge, which is basically what is required in university studies as well as in the different teaching cycles. Teaching involves a direct transfer, oral or written, and to a specific audience (the students).

The transfer of knowledge through publications is another modality of transfer. Here we refer to books, manuals and also to scientific articles in academic publications. In general, it is academic publications that generate knowledge for transfer in research and their quality is related to the transfer of that knowledge. The use of new information and communication technologies is increasing the dissemination and transfer of knowledge. The extension of the Internet, formats such as Youtube or podcasts have facilitated access to information.

Internal exchange networks, formal or informal, are one of the most common transfer options among teaching and research staff in universities. These can happen, on the one hand, by participation in congresses, conferences or meetings of official networks and, on the other, through the informal exchange of information between different researchers. This is the paradigmatic case of horizontal transfer and contracts may be signed to ensure ownership. It should be noted that this is often a first step towards peer-to-peer collaborations.

The White Paper (2021), defines the Scientific and Innovation Culture (UCC+I) as one of the main agents in the communication, dissemination and popularization of science, technology and innovation in Spain, and constitute one of the pillars on which the scientific education of society is based, necessary to stimulate a critical sense and informed decision-making in citizens, as well as commitment to the challenges we face individually and as a community.

Actors linked to universities and disability advocate that the transfer of knowledge regarding disability would imply several strategies:

• Activate coordination mechanisms between different faculties and research groups of the same universities to increase the exchange of information, generate convergences and synergies between the projects being developed. In this way, students from each faculty could learn about the research of others in other disciplines, both in teaching and research.

Example: projects of educational inclusion in Social Sciences with projects of physical activity and adapted sports in Sports Sciences.

• Student cooperation, in research and teaching, through internships. The exchange of resources, practices, knowledge, skills and research communication (transfer) between disciplines favors integration and learning.

Example: interpreting students can support teaching in centers other than their own to help people with hearing impairment

Most of the actions of the Spanish university system to increase the participation of people with disabilities in university institutions have been aimed at guaranteeing equal access and permanence of university students with disabilities. For example, in Spain, nearly twenty thousand students with some type of disability are enrolled in a higher education institution, although this represents only 1.5% of the total number of students enrolled, a percentage that has remained stagnant since 2006 (Fundación Universia, 2021, Márquez, 2022).

The regulations on disability understand transfer as "The use of research results to improve the quality of life, understood in a broad sense (economy, education, environment, efficiency of public services...)" . Thus it states that "Knowledge networks that favor scientific dissemination and knowledge in matters related to people with disabilities will be promoted". (Art. 61 of Law 4/2017, of September 25, on the Rights and Care for Persons with Disabilities in Andalusia).

According to the National Center for the Dissemination of Disability Research (NIDDRR), knowledge transfer must be a multidimensional and active process to ensure that, ultimately, the knowledge obtained through research improves the lives of people with disabilities and promotes their inclusion and participation in society (NIDRR,2005).

The trends analyzed advocate a shift in disability research transfer models from a linear to a circular model, taking into account the following areas, among others:

Transfer of Disability Research

Classical linear model	Alternative or circular model
Knowledge transfer paradigm	Knowledge involvement paradigm
Medical model	Social model
Scientific community researches	All stakeholders participate in the research process
Research group communicates results	All actors involved contribute results
Recipients use the research	Joint interpretation. Aplying in context
One-way transfer	Multidirectional learning
Goal: more research	Goal: better quality of life for people
Communication and dissemination	Social transformation
Focused on the research topic	Focused on people
Focused on content	Focus on process
Information sharing	Power sharing

Own elaboration based on Bowen and Graham, 2013.

More and more experiences of the circular model are appearing every day because academia is understanding that co-creation or co-design involves bringing together people with different knowledges, skills and interests to co-create together and, although they are not experts in the field, they are considered experts in their own life experience. This idea of expertise developed in the context of co-design by Sanders and Stappers (2008) takes on special significance when it comes to incorporating people with intellectual disabilities.

We can point out the example worked by Exss et alts (2022), in a technological support system for cognitive accessibility in urban environments. In this experience, people with Intellectual Disabilities can contribute in a co-designed processes of products that concern their interests and that have accessibility requirements, since they are considered experts in daily transit and live with the different difficulties that emanate from the interaction with the environmentsunderstanding that it is in this relationship where accessibility problems are manifested and, specifically, cognitive accessibility.

If we want an inclusive university, we must broaden our vision and incorporate other proposals for knowledge transfer where publications are just one more, although everyone knows that the logic of university promotion is based on competitiveness in the production of papers.

2.- With whom do we do and with whom should we do transfer knowledge?

Being in circular transfer implies recognizing and making visible the great gap in the participation of people with disabilities in research. The main results obtained show that, although some countries have a wide network of resources to support open and inclusive university environments, without discrimination against people with disabilities, universities, as work environments, keep their doors closed to people with disabilities as teaching and research professionals (Márquez, 2022). If people with disabilities were teachers and researchers, they could position disability in a better place of interest in the transfer of knowledge.

As advocated by the White Paper (2021), science outreach is characterized by being a multidisciplinary subject that includes practices of a very diverse nature that can be materialized through different channels engaging many professionals , not only belonging to science or education, but also to journalism, communication and cultural management. It can accommodate a wide variety of transfer models ranging from exhibitions, fairs, workshops, guided tours, open days, etc., thus contributing to increase the transfer of knowledge, the curiosity for science and research and providing a basis for understanding the inevitable complexity that science can involve for part of the public (or for the public in general).

From an intersectional point of view, in addition to the disability gap, gender gaps can be observed. The seventh barrier detected particularly affects women who play a teaching and/or research role in our universities. In the research led by Márquez (2022), no woman with FD has led a research team or held a position of institutional representation. Despite their preparation and professional dedication, these professionals were never seen as possible candidates to lead university decision-making, research or innovation spaces. Likewise, they themselves described the difficulties of reconciling the excessive workload, common in academia, with the difficulties generated by non-adapted systems and environments and family responsibilities.

This take us to conclude that the superimposition of the effects derived from the enabling norm and the persistent patriarchal order within universities maintains the so-called double glass ceiling, which frustrates the possibilities of professional development of teachers and researchers due to their status as women with disabilities. In this sense, we agree with Navarro and Ruiloba (2022) in pointing out that it is urgent to support more responsible and egalitarian universities that champion diversity and the gender perspective in the access and promotion to the teaching and research function of people with disabilities.

After analyzing the opinions of the actors linked to universities and intellectual disabilities, these are the proposals for improvements in knowledge transfer systems emerged:

• Promoting the creation of specific resources aimed at strengthening the processes of knowledge transfer based on evidence in the field of disability. In Spain there is a national and international reference, the Disability Information Service (SID) in Salamanca University.

1. Moving from the paradigm of knowledge transfer to the paradigm of involvement, where people with disabilities, their families, social entities, research teams, industries and services, policy makers, the whole society, i.e., seek spaces for exchange and activation of strategies aimed at increasing the relevance of disability research and the application of scientific evidence in its development.

2. - Incorporating intellectual disability as a priority thematic area in state and regional plans aimed at promoting transfer actions. Additionally, it is necessary to allocate sufficient budgetary resources.

 

Good practices in disability transfer

Good practices are considered to be those experiences that can be transferred to other contexts. In scientific contexts, we can stress that they are a set of individual and organizational actions and behaviors based on the fundamental values of science that express the principles and responsibilities that scientific integrity entails. Despite the scarcity of experiences in knowledge transfer on inclusive universities for students with intellectual disabilities, good practices are highlighted in Ireland, Portugal, Italy and Spain.

• Inclusive learning strategies. Experience at Trinity College

Actions have been taken on reasonable accommodation, in which a number of policies have been activated to facilitate people with disabilities to participate fully in all aspects of the academic life. This good practice is in line with a national policy entitled "Inclusive Learning and the Provision of Reasonable Accommodation for Students with Disabilities in Irish Higher Education", agreed by the Disability Advisers Network. They are also impacting on adapted evaluations; or most recently, the inclusive curriculum program, launched in October 2020 to incorporate principles of diversity, equality and inclusion into all curricula.

• Teacher training. Erasmus + Project (TUT4IND)

the Eramus+ Project of University Teacher Training for the Inclusion of People with Intellectual Disabilities (TUT4IND). has been developed by the University of Bragança in Portugal, . This 2019-2022 experience has had the participation of researchers from different European countries who have sought to build knowledge with the aim of (re)thinking the training needs of teachers who intend to work with students with special needs, in the context of higher education.

• University centers for the inclusion of students with disabilities

The Catholic University of the Sacred Heart in Milan, Italy, has been working on the Service for the Inclusion of Students with Disabilities and Dyslexia since the 1999/2000 academic year. The expertise of the Technical Support Service identifies and provides the most appropriate technological solutions to meet the needs of students. The service includes three areas of support. First, it provides technology assessment to evaluate needs related to assistive technology and counseling for the choice of appropriate solutions. Second, this service provides new technologies for access to study and work. Third, the service provides technological and face-to-face support, as well as remote assistance.

• Institutionalization of diversity in universities.

In Spain, eight public universities present the results of research carried out over four years by a team composed by researchers from eight universities (Álvarez Castillo and Garcia-Cano Torrico, 2022). This is the InclUni project, an R+D+I project "Attention to diversity and inclusive education at the university. Diagnosis and evaluation of institutionalization indicators" (Ref. EDU2017-82862-R) ¹. This project diagnoses university policies and practices in terms of diversity in Spain and proposes the path of institutionalization as a systematic process of global order, aimed at organizational and cultural change in the university.

The inclusive university is a new topic. However, it emerges firmly against elitist discourses that protect the presence in the university only of those people who deserve it for their merit, without other considerations related to the institutions´social responsibility.