Inclusion is a process that favors the participation of vulnerable groups. One of these comprises students with disabilities. Disability from the social model is understood as a restriction of participation derived from the established social design, where higher education institutions (HEIs) are involved. This research aims to identify the perception of educational inclusion towards students with disabilities in the Physical Culture and Sports degree at the University of Sonora, Mexico. A quantitative study with a descriptive cross-sectional design was carried out, for which 85 students of the aforementioned degree participated, where 60% are men and 40% are women, 65.9% are in initial training, and 34.1% are in advanced training. Questions regarding University and Disability (CUNIDIS) scale were used to collect the information. The data analysis was done through the SPSS V.25 Program, with an alpha of 0.94 and a KMO-and Bartlett was obtained with a score of 0.84 and a significance of three decimal places. Results: 74.1% perceived that the teachers would adapt the classes' methodology to students with disabilities, and 74.1% reported having technologies to monitor the classes. Conclusions: The sample perceived that the teaching staff would make adjustments to facilitate the inclusion of students with disabilities derived from the accessibility and attitude of the teaching staff, as well as the dynamics of the physical education class, thus demonstrating that this discipline can serve as an effective strategy to facilitate inclusion processes.
