This article places an emphasis on the importance of tutorials for students with a disability in universities. It presented the most significant results of the study of tutorials carried out in help services, units or offices for students with a disability inmore than 45 Spanish universities, in relation to promotion, reception, completion and graduation. The contributions highlight the importance of organising a response through a Tutorial Action Plan made up of the stages of motivation and awareness-raisin, planning, execution, evaluation and institutionalisation. Among the principle conclusions, the importance of moving towards a truly inclusive university through tutorial activity is highlighted, thereby providing a guide for providing assistance to university students with a disability.

This article places an emphasis on the importance of tutorials for students with a disability in universities. It presented the most significant results of the study of tutorials carried out in help services, units or offices for students with a disability inmore than 45 Spanish universities, in relation to promotion, reception, completion and graduation. The contributions highlight the importance of organising a response through a Tutorial Action Plan made up of the stages of motivation and awareness-raisin, planning, execution, evaluation and institutionalisation. Among the principle conclusions, the importance of moving towards a truly inclusive university through tutorial activity is highlighted, thereby providing a guide for providing assistance to university students with a disability.

This article places an emphasis on the importance of tutorials for students with a disability in universities. It presented the most significant results of the study of tutorials carried out in help services, units or offices for students with a disability inmore than 45 Spanish universities, in relation to promotion, reception, completion and graduation. The contributions highlight the importance of organising a response through a Tutorial Action Plan made up of the stages of motivation and awareness-raisin, planning, execution, evaluation and institutionalisation. Among the principle conclusions, the importance of moving towards a truly inclusive university through tutorial activity is highlighted, thereby providing a guide for providing assistance to university students with a disability.

Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.

Worldwide, the subject of inclusion in higher education has become moreimportant in recent years and has brought about actions for the full inclusion ofstudents. In this work the substantive and contextual aspects that are present inMexican and Spanish universities to the attention of students with disabilities areanalysed, considering the historical development axis of the process of inclusiveeducation in both countries and identifying similarities, differences, needs anddeficiencies to the attention of those students. Likewise the different programsand actions that have to finally make some considerations to overcome somefactors that still persist and limit the effectiveness in dealing with diversity andintegration of the group of persons with disabilities will be analysed.

Las organizaciones educativas requieren de estrategias que les permitan responder lascontinuas y cambiantes exigencias y necesidades de su entorno. No se trata de que las organizaciones se adapten a los cambios sociales, sino de que también sean capaces de anticiparse a ellos y de buscar alternativas. El desarrollo de estrategias de aprendizaje organizativo y gestión del conocimiento permite, precisamente, afrontar estos desafíos, dotando a las organizaciones de herramientas y procesos que les permitan generar nuevo conocimiento y rentabilizar el conocimiento existente, mejorando así el rendimiento de los trabajadores y, por tanto, de la propia organización. En este artículo revisamos el desarrollo de los procesos de aprendizaje organizativo en lasinstituciones educativas, y defendemos la gestión del conocimiento como la mejorestrategia para promover el aprendizaje organiza...

A nivel mundial, el tema de la inclusión en la educación superior ha cobrado mayorimportancia en los últimos años y ha propiciado que se realicen acciones para laplena incorporación de los estudiantes En este trabajo se analizan los aspectossustantivos y contextuales que están presentes en las universidades mexicanasy españolas en relación con la atención del estudiantado con discapacidad,considerando como eje el desarrollo histórico del proceso de inclusión educativaen ambos países e identificando las semejanzas, diferencias, necesidades ycarencias para la atención de dichos estudiantes. De igual forma se analizan losdistintos programas y acciones que se tienen para finalmente realizar algunasconsideraciones para superar algunos factores que todavía persisten y limitan laeficacia en la atención a la diversidad así como la integración del colectivo depersonas con discapa...

Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.

Worldwide, the subject of inclusion in higher education has become moreimportant in recent years and has brought about actions for the full inclusion ofstudents. In this work the substantive and contextual aspects that are present inMexican and Spanish universities to the attention of students with disabilities areanalysed, considering the historical development axis of the process of inclusiveeducation in both countries and identifying similarities, differences, needs anddeficiencies to the attention of those students. Likewise the different programsand actions that have to finally make some considerations to overcome somefactors that still persist and limit the effectiveness in dealing with diversity andintegration of the group of persons with disabilities will be analysed.