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The publication can be exported in the following formats: APA (American Psychological Association) reference format, IEEE (Institute of Electrical and Electronics Engineers) reference format, BibTeX and RIS.

Export Reference (APA) 
Yerga-Míguez, M. D., Pena, M. J., Díaz Jiménez, R. M. & Mancaniello, M. R. (N/A). Inclusive universities for students with intellectual disabilities from a teacher’s perspective. Journal of Intellectual Disabilities. N/A
Export Reference (IEEE) 
M. D. Yerga-Míguez et al.,  "Inclusive universities for students with intellectual disabilities from a teacher’s perspective", in Journal of Intellectual Disabilities, vol. N/A, N/A
Export BibTeX 
@article{yerga-míguezN/A_1764944029616,
	author = "Yerga-Míguez, M. D. and Pena, M. J. and Díaz Jiménez, R. M. and Mancaniello, M. R.",
	title = "Inclusive universities for students with intellectual disabilities from a teacher’s perspective",
	journal = "Journal of Intellectual Disabilities",
	year = "N/A",
	volume = "N/A",
	number = "",
	doi = "10.1177/17446295241310914",
	url = "https://journals.sagepub.com/home/JLD"
}
Export RIS 
TY  - JOUR
TI  - Inclusive universities for students with intellectual disabilities from a teacher’s perspective
T2  - Journal of Intellectual Disabilities
VL  - N/A
AU  - Yerga-Míguez, M. D.
AU  - Pena, M. J.
AU  - Díaz Jiménez, R. M.
AU  - Mancaniello, M. R.
PY  - N/A
SN  - 1744-6295
DO  - 10.1177/17446295241310914
UR  - https://journals.sagepub.com/home/JLD
AB  - The aim of this research is to analyse the elements necessary for the construction of inclusive universities in the European context from the perspective of university professors. Three focus groups are conducted in different countries: Spain, Italy and Portugal. The discourses have been analysed following Grounded Theory. The codes obtained were subjected to a centrality analysis in which rank, intermediation and proximity were analysed. The results show inclusion, teaching, experience and well-being as central elements of the discourses. Two large semantic blocks are obtained, one referring to educational factors and the other to social and emotional factors. Educational factors refer to how methodologies, assessment and support elements should be configured. In relation to social and emotional factors, issues related to inclusion, inclusive experiences, support and accompaniment and the role of families are presented. It concludes with the need to address both factors with a commitment from the entire university community.
ER  -