In this study, we look into the care and attention provided to students with disabilities in higher education, based on the case of the Faculty of Fine Arts of the University of Panama. The type of research is descriptive and exploratory; from a sample of 30 professors (30.6% of the faculty population) and 11 students (100%) with physical, sensory and mental disabilities found in the Fine Arts majors with a specialization in Music and Visual Arts. It was based on surveys applied to teachers and students with disabilities using the Likert scale.
The results indicate that teachers do not feel prepared for the care of students with disabilities. There is a passive acceptance of dedicating part of their time to adjust the curriculum and difficulties are perceived to do so.
In conclusion, the development of institutional strategies is considered necessary, aimed at facilitating the development of teaching competencies from the attitudinal point of view for inclusive education, which guarantees meaningful learning in students with disabilities.
