University entrance exams for students with special educational needs: Analysis by Spanish autonomous communities

Access to university for students with special educational needs remains a major challenge for inclusive education in Spain. Structural, regulatory and social barriers, along with territorial inequalities, hinder equity. This study analyses the procedures for processing and resolving requests for adaptations in university entrance exams, as well as the types of measures adopted. Data were gathered from 16 Spanish regions through an open-ended questionnaire and analysis of information published on institutional websites. The results show great heterogeneity in admission criteria, required documentation, and adaptations granted, both in terms of material and human support, as well as the measures applied during the administration and correction of the exams. This lack of regulatory harmonisation creates inequalities that compromise equitable access to higher education. The study concludes by highlighting the urgent need to establish common national criteria to ensure fair, accessible, and inclusive assessment processes.