UNIVERSITY ACCESSIBILITY AND INSTITUTIONAL RESOURCES FOR INCLUSIVE LEARNING ENVIRONMENTS

<doi>10.24250/jpe/SI/2026/EM/</doi>

Abstract

Universities must put accessibility first if they want every
student, no matter the disability, to take part in campus life.
When classes are designed for inclusion, students with
disabilities receive direct help and every learner benefits
because the same measures value a range of talents plus
learning styles. Within this effort, the right technology and
equipment are decisive for inclusive teaching. This paper
looks at the accessibility resources that universities already
provide but also at how those resources shape everyday
face-to-face contact. The information comes from an
Erasmus+ project - the pages that follow present the
country level results. A mixed methods plan was used -
numbers and narratives were combined. Twenty-one
professors at the University of Bucharest answered two
questionnaires supplying the numeric part. Interviews
supplied the narrative part - the transcripts were coded for
themes as well as summarised. Staff members report clear
obstacles to accessibility and inclusion during in person
teaching. Many say that hardware or software are adjusted
to student needs but a large minority give a neutral answer
signalling that access to learning tools still needs work. At
the same time, the majority state that their university
climate lets them treat students as equal partners in group
work, a point that supports inclusion.