University education has among its objectives the formation of critical citizens in accordance with human values such as equality, equity, and diversity. This is why universities, which are centennial institutions, cannot leave aside the task of opening their spaces to the attendance, learning, and participation of disabled people. In the face of such circumstances, the Experimental School Sciences (FEC) of the University of Zulia has promoted actions in favor of inclusion of disabled people. The present research describes inclusion of disability students to FEC, from a viewpoint of some actors involved. Through an empirical-inductive lens and a qualitative methodology, four key actors were interviewed, a disabled student, a professor, apparent, and a librarian clerk, in order to gather their experiences with regards to inclusion in the university. Several positive elements were detected, such as professors' interest and positive perception; easy admittance into LUZ; collaboration of directors and professors; parents' support, protection, and awareness; and improvements in infrastructural accessibility. Certain obstacles were also detected such as professors' lack of training in diversity within the classroom; disabled students' need to socialize with peers; further improvements in accessibility to external and common areas; and appropriate tools for truly accessible libraries. We can thus conclude that the task of disabled students' inclusion within LUZ's Experimental School of Science is a fact, even with all the needs to improve for achieving a permanently successful process.
