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This article presents an initial framework to faculty who approaches the subject of methodological treatment of the disabled with the support of the Information and Communication Technology in the European Higher Education Area (EHEA). We present an inventory of technology resources which can help to improve learning and academic integration of university students with disabilities. ICT can play a key role in overcoming the barriers faced by people with disabilities in the EHEA. The technological resources provide multiple functions for this people, facilitating communication, access and information processing, cognitive development, and self-adaptation to the environment, enhancing personal development and learning autonomy.

The Primary Education is a matter of general interest because of its importance in the development of the persons, and because of the education of the citizens stem the progress, the wealth and the well-being of a country. Speaking about education means allude to the schools, the teachers education, and the responsibility that the University has, since the foundations and objects of the School and University are inseparable. The problem of the Teacher training was raised by the first time at the beginning of the 20th century; continues without a solution in the 21st century, when Spain joins ESHE.

TIC and EEES demand a structural change in the way of conceiving the process of teaching and learning university. In this article we address several questions that we raise transcendental consider addressing this issue: What changes have to be produced in the teaching models and teaching strategies for the current subjects, in particular, and the new degrees, in general, to adapt to the needs and demands of joining the EEES? What training needs will require the teacher? How will these changes affect the teaching-learning process? Working for competence in virtual environments through collaborative learning, as well as working in the classroom, on the day to day, promoting autonomous learning and group both to our students involves a combination of models and strategies that are a challenge and an opportunity to change for teachers of university.

Now more than ever we are finding in our university classrooms, students with disabilities. There are situations in which teachers must assume the challenge of planning and designing strategies to give some answers on what and how to teach in an accessible way to all students. In this article, we describe an experience of a blind student at the classroom of Art Education. Pictures are our language and we need to forget such an apparent contradiction between pictures and blindness in order to understand that the relationship between art creation and blind people is certainly possible. Just this is shown in the experience we describe, in which we see how blind people get access to the world of mental representations and they are able to create new images. Pictures become a bridge of communication between those who can and others who cannot see.

The importance of teachers in the quality of teaching is an undeniable constant in academic and international scientific literature. In this sense, it becomes especially relevant to study how aspiring teachers are trained and under what methods and criteria their entry in to the teaching profession is credited. It is relevant to keep in mind that the implementation of the EHEA has contributed to the upgrading and improvement of training and selective systems of teachers in Europe. The aim of this article is to contribute the knowledge of how these systems function through the analysis of the recommendations emanating from supranational organizations and models used in some European countries. Finally, the Spanish case is analyzed in relation to other European countries in order to draw some conclusions that may be useful to policymakers in successive reforms.

The present article centers on a specific case study (the degree in English Studies at the University of Jaén), whose development it traces over the course of the past decade in order to determine whether it is functioning adequately and preparing future graduates to successfully step up to the challenges posed by the current foreign language teaching scenario. Taking 4 quantitative and qualitative studies with over 800 respondents as a basis, it glosses the past, present, and future of the afore-mentioned degree and provides instruments, procedures, and a sample research design replicable in other investigations.