The principle of equal opportunities has been developed in recent decades emphasizing non-discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. This principle is based on the fundamental recognition that all people have equal value and should have equal access to opportunities in life common to all European societies (Commission of the European Communities, 2008, p. 2).

Universities should design and implement organizational structures so teachers may build more inclusive classrooms. Often, the concept of inclusion in universities has only been linked with learning difficulties and disabilities (Dalmau, Llinares and Sala, 2013; Peralta, 2007; Hughes, 2015). However, the concept of inclusion must be understood more broadly considering that every student is diverse in many ways including styles, rhythms and culture of origin, and motivations.

  Therefore, we could say that inclusive education is necessary for all students and vital for some in particular since the right to a quality education that promotes the full development of each person without falling into situations of discrimination of any individual for reasons of birth, origin, health, language, emotional social orientation, ethnicity, skin color or any other, is universal. Responding to diversity from this approach results in the improvement of training for each student and subsequently in the improvement of employment and social inclusion (Dalmau, Llinares and Hall, 2011).

Inclusion framed in the principles of UDL impacts two areas: organization and teaching. Applications from this framework illustrate a philosophy of attitudinal change resting on understanding that transformations and adaptations should be on the context, not on the people. For the purposes of this study, inclusion is defined as “increasing participation and success in higher education, particularly by individuals representing groups within society that have traditionally been excluded” (Nunan, George & McCausland, 2000, p. 65).

The objectives of our study were: a) to analyze students' and lecturers' perceptions regarding the application of the principles of universal design for instruction (DUI), and b) to define the barriers to accessing the curriculum and to learn in equal opportunities that the rest of his colleagues.

• Dalmau, M., Llinares, M. y Sala, I. (2013). Formación universitaria e inserción laboral.Titulados españoles con discapacidad y competencias profesionalizadoras.Revista Española de Discapacidad. 1 (2), 95-118. • Dalmau, M., Guasch, D., Sala, I., Llinares, M., Dotras, P., Álvares, M.H., y Giné, C. (2015). Diseño Universal para la Instrucción (DUI). Indicadores para su implementación en el ámbito universitario. Barcelona: Universitat Ramon Llull/ Cátedra d’Accesibilitat de la Universitat Politècnica de Catalunya. • Hughes, K. (2015).The social inclsuion in higher education: universities doing enough? International Journal of inclusive education 19 (3), 303.313. • Hughes, K. (2016) Encouraging Diversity in Higher Education. Supporting Students success. London: Routledge • Nunan, T., George, R., & McCausland, H. (2000). Inclusive education in universities: why it is important and how it might be achieved. International Journal Of Inclusive Education, 4(1). • Peralta, A. (2007). Libro Blanco sobre Universidad y Discapacidad. Madrid: GRAFO, S.A.