Inclusion in Engineering Laboratories: Barriers, Accessible Technologies, and Teacher Training Based on UDL

Abstract

This study explores the perceptions of teachers, students, and academic coordinators regarding the use of accessible technologies in engineering laboratories from the perspective of Universal Design for Learning. Using a qualitative approach that included semi-structured interviews, document analysis, observations, and a focus group in three Paraguayan higher education institutions, significant physical, technological, methodological, and regulatory barriers were identified. The findings reveal a persistent gap between the institutional recognition of inclusion and its practical implementation, compounded by teachers’ lack of knowledge about assistive tools and the absence of laboratory-specific protocols. A total of 285 segments from 87 sources were coded, achieving theoretical saturation in the categories of barriers and teacher competencies. The study provides empirical evidence of the concrete challenges faced by Paraguayan institutions in achieving inclusive education in practical engineering contexts.