El incremento de estudiantes con discapacidad en las universidades espa?olas conlleva la necesidad de desarrollar pr?cticas docentes inclusivas que garanticen la participaci?n y el aprendizaje de todo el alumnado. Con este trabajo se pretende: (1) conocer las concepciones que el profesorado universitario que ejerce pr?cticas docentes inclusivas tiene sobre la discapacidad; (2) analizar las razones que les motivan para tener en cuenta las necesidades de los estudiantes con discapacidad, y (3) describir las caracter?sticas que les definen. En el estudio participaron 42 docentes que fueron seleccionados como inclusivos por estudiantes con discapacidad de seis universidades p?blicas de diferentes comunidades aut?nomas de Espa?a (Andaluc?a, Valencia y Madrid). Estos docentes pertenec?an a diferentes ?reas de conocimiento y todos impart?an docencia en Facultades de Ciencias de la Educaci?n. Se sigui? una metodolog?a biogr?fico-narrativa, mediante el uso de entrevistas semiestructuradas. Los resultados indicaron que la mayor?a del profesorado conceb?a la discapacidad desde el modelo social, abogando por una educaci?n inclusiva. Entre las razones que les llevaban a responder a las necesidades de este alumnado estaban la experiencia previa con personas con discapacidad, el principio de igualdad y su responsabilidad como docente. Respecto a las caracter?sticas de estos docentes

The increase in the number of students with disabilities in Spanish universities implies the need to develop inclusive teaching practices that guarantee the participation and learning of all students. This work is intended: (1) to know the conceptions that the university teaching staff who carry out inclusive teaching practices have about disability; (2) to analyze the reasons that motivate them to attend to the needs of students with disabilities, and (3) to describe the characteristics that define them. The study involved 42 faculty members who were selected as inclusive by students with disabilities from six public universities in different autonomous communities of Spain (Andalusia, Valencia and Madrid). These faculty members belonged to different areasof knowledge and all of them taught in Faculties of Educational Sciences. A biographical-narrative methodology was used by using semi-structured interviews. Results indicated that the majority of the faculty conceived disability from the social, advocating for an inclusive education. Among the reasons that led them to approach to these students were previous experience with people with disabilities, the principle of equality and their responsibility as lecturers. Regarding the characteristics of these inclusive faculty members, empathy, commitment, flexibility and teaching vocation stand out.