The Perception of University Students towards People with Disabilities and Their Labor Insertion

: This research aims to measure the attitudes towards the disability of university students and their perception about the labor insertion of this group through the Scale of Attitudes, a questionnaire on the future professional practice, and an argumentative essay. The sample is made up of 360 students from different university degrees. A mixed methodology is used, which combines quantitative analyses and qualitative, through an assay and its category analysis. Regarding the quantitative results, it is observed that nursing students and those who have a bond of friendship with people with disabilities present better data in both dimensions: future professional practice and attitudes towards disability. The students present better data in future professional practice and the students in attitudes towards disability. Regarding the qualitative results, there is a certain terminological sensitivity towards people with disabilities and the need to establish equal treatment and to eliminate social and labor barriers. Finally, students demand more training to promote a more inclusive society. Research questions related to the type of studies and the link to disability are conﬁrmed. As a future line of research, these results should be analyzed and it should be conﬁrmed if there is a change in trend in terms of the vision of disability.


Introduction
The Education 2030 Agenda, presented at the World Education Forum, raised the need to "ensure quality, inclusive and equal education, as well as promoting lifelong learning opportunities for all" [1] (p. 20).Previously, the European Higher Education Area [2] proposed a series of changes that affected the design and structure of university studies and the relationship of the university with society, which allowed students to get in touch with reality, enrich their skills, and implement a more inclusive society with greater social awareness [3].Thus begins the so-called third mission of the university, based on three approaches: innovation, entrepreneurship, and social commitment.This institutional involvement with the third sector-social commitment-includes the development of synergies with the field of disability, educational-social inclusion, knowledge transfers, and research.
Following this approach, it is necessary to plan and implement care plans for people with disabilities through the strategic lines of universities, both from their institutional statements and from their normative documents.In this line, the V Study on the degree of inclusion of the Spanish University System with respect to the reality of disability [4] urges educational institutions to contribute to the educational, sociocultural, and labor inclusion of people with disabilities.
However, to favor its inclusion, we must understand its meaning.The Convention on the Rights of Persons with Disabilities [5] (p.4) describes them as a person with "long-term physical, mental, intellectual or sensory impairments that, by interacting with various Educ.Sci.2023, 13, 79 2 of 16 barriers, may impede their full and effective participation in society, on an equal basis with others."It is precisely the concept of "interacting with various barriers" that confirms a new vision of disability conditioned by the environment.These barriers can be physical, but also psychic, caused by the lack of awareness of those who share an environment with them.
Annually, the State Observatory on Disability and CERMI publish reports in which they denounce situations of discrimination, encouraging to overcome existing barriers: negative attitudes, stigmas, and stereotypes or lack of understanding towards disability.To evaluate these barriers, the following parameters are used: education, employment, accessibility, independent living, awareness, discrimination, economic policies, etc.This research focuses on three of them: education, employment, and accessibility.In addition, it is based on a holistic view of the person with a disability, which encompasses the three factors defined by the Biopsychosocial Model of the Classification of Functioning, Disability and Health (ICF): biological, psychological, and social.In this sense, it takes into account the characteristics of the person with disabilities, their psychological and emotional aspects, the activities they can perform, and the social and environmental context in which they live and develop.Therefore, this research also focuses on aspects such as labor market insertion and social attitudes towards disability.
It is about measuring the attitudes towards disability of university students as well as their vision about the work expectations of this group and their degree of social inclusion.Attitudes are learned and knowledge and experiences related to people with disabilities contribute to the evolution and modification of preconceived beliefs or visions [6][7][8].For this reason, Ainscow [9], Echeita [10], and Parrilla [11] defend an education that develops good attitudes through the implementation of educational programs with committed environments, which favor representations, perceptions, and positive attitudes towards people with disabilities [12].This involves working on the cognitive, the affective, and the behavioral [13].As Escámez [14] states, a person's attitudes are related to their values, knowledge, and feelings, which, finally, shape their behavior.Therefore, it is necessary to know the attitudes of students towards disability to predict and educate their behaviors.

Materials and Methods
This research followed a mixed methodology, combining quantitative and qualitative analyses.For the quantitative study, the SPSS-23 program was used, performing descriptive analyses of mean-to know the average value of the students' responses regarding attitudes towards disability-and standard deviation to analyze the homogeneity or heterogeneity of the sample with respect to the mean, as well as comparative analyses of means by means of ANOVA of one factor, when comparing three or more groups and the t-test to compare two groups.In all cases, the p value was calculated.The measure of effect in the case of the t-test is measured by the 95% confidence interval.
For the qualitative study, the recommendations of Creswell [15] for the interpretation of the data were followed: identification of topics, coding and constant of key questions, and review of the material, as well as mapping of concepts and relationship of ideas.The category scheme [15,16], called open coding, was constructed from the successive evaluation of the data.It was not based on any concrete or restrictive theory, but was built step by step, generating a discourse from the superficial and general to the deepest and most specific [17].This research has the support of the Ethics Committee of UCV2017-2018-119.

Objective and Research Questions
The objective was to measure the attitudes towards the disability of university students and their perception about the labor insertion of this group, through the Scale of Attitudes [8], a questionnaire on the future professional practice, and an argumentative essay.In addition, a series of research questions were established to guide the discussion and establish its degree of agreement with what is socially expected.These research questions are: 1.
Do students who have a link to disability-family, work and/or friendship-show a better attitude towards disability than students with no link?2.
Do women have better attitudes towards people with disabilities than men, both in social relationships and in professional practice?3.
Do older students show a better attitude towards disability and its professional inclusion than younger students?

Instrument
A reduced version of the Attitude Scale (31 items) was used [8], because it fit perfectly with the objectives and characteristics of university students.The attitudes towards people with disabilities scale is intended to measure beliefs, perceptions, and attitudes towards people with disabilities.This Likert-type scale asks questions such as: "In general, I feel uncomfortable in the company of a person with a disability" or "People with disabilities are able to adapt to an independent life".There are four response options (strongly agree, strongly agree, strongly disagree, strongly disagree), with the intention of avoiding neutral responses.The internal consistency of the scale is very good, presenting an ordinal Cronbach's α = 0.928; McDonald's ω = 0.971, and a stratified Cronbach's α = 0.886.
The ad hoc questionnaire collected, on the one hand, through 8 items, data on gender, age, mode of access to the degree, current degree, membership in a youth group, whether they have a disability, and whether they have any family, friendship or professional relationship with a person with a disability.On the other hand, the ad hoc questionnaire collected, through 38 items, information on the relationship between future professional practice and disability.Some of the questions were: "The development of my profession is related to dealing with people with disabilities" or "I believe that a person with a sensory disability can exercise my profession with the same degree of competence as me".The answers to this questionnaire allowed us to know how students perceive people with disabilities and whether they believe that they can exercise a profession just like them.
In addition, for the qualitative study, an argumentative essay on the relationship between professional practice and disability was used, with the intention that students expose their opinions about disability and establish the relationship with their professional future.This essay allowed us to observe the expression, wording, language, and terminology used in reference to disability and its vision regarding its inclusion in professional life.

Field of Study
The results according to the degree to which the respondents belong affirm that the best evaluations regarding the future professional practice appeared in nursing (2.82 ± 0.32) and physiotherapy (2.77 ± 0.26), while the lowest averages in dentistry (2.57± 0.32) and marine sciences (2.56 ± 0.21).These scores were obtained using the ad hoc questionnaire (38 items).On the other hand, regarding attitudes, the best assessments were shown, again, by students of nursing (2.61 ± 0.17) and physiotherapy (2.66 ± 0.19); while dentistry (2.55 ± 0.13) and marine sciences (2.49 ± 0.15) offered the lowest scores (Table 1).These results were extracted from the Attitude Scale of Verdugo et al. [8] (31 items).Regarding the comparison of means between the different degrees in both variables, there were differences in the future professional practice between dentistry and nursing (p < 0.001).These differences are significant if one takes into account that both are professions related to health, so it seems to indicate the need to increase training efforts and awareness of disability in all grades, in order to balance and overcome these differences.Many of the studies carried out on the change of attitudes towards disability have been directed to degrees such as teaching, social education, pedagogy, or Master's degree in secondary teaching [18][19][20][21], confirming that, even if we have information on disability, the incidence of a specific training is positive.This research aimed to go a step further and analyze the perception of disability in degrees that did not have in their curricular plan any training on disability, as recommended by Aguado and Alcedo [18], which recognized the lack of information on disability in many degrees and the need to establish training strategies that overcome these shortcomings.

Link with Disability
The variable link with disability assesses to what extent the relationship or not with people with disabilities affects the vision about it.This was measured through the ad hoc sociodemographic questionnaire, with 8 items, which included a specific question that reads as follows: "Do you have any relationship with disability?family?work?help?friendship?"The analysis, both of the future professional practice and of the attitudes towards disability, showed how people with some type of link with disability obtained better average ratings (Table 2).The best score was found in the future professional practice for those who have a link with disability (2.81 ± 0.34), while the lowest value appeared in the attitudes towards disability of those who do not have a link (2.57± 0.16).If we compare the means in both dimensions depending on the existence or not of a link with disability, the results indicate that there were significant differences in both cases (p < 0.01), so we can affirm that people who have a link with disability value significantly better both the future professional practice and the attitudes towards disability.These data are consistent with those obtained by González and Baños [22] on the change of attitudes-more positive-towards disability thanks to empirical work with students.Similarly, Molina and Valenciano [7] demonstrate that contact with people with disabilities is a determining factor in the modification of attitudes and beliefs of students.Note: ** p < 0.01.
In addition, with the intention of verifying what type of link with disability may be more decisive, it was asked what type of link they had with disability-family, work, care, and/or friendship-(Table 3).Based on this classification, it was observed how the highest average values appeared in the future professional practice, both for those who maintain a bond of friendship (2.88 ± 0.32) and for those who maintain a care bond (2.84 ± 0.34).In contrast, the lowest ratings appeared in the attitudes towards disability of those who have no link of any kind, with an average value of 2.59 (± 0.16).Regarding the possible differences that could exist depending on the links with the disability, the results showed significant differences in the bond of friendship (p < 0.01), evidencing that people who have friends with disabilities think differently about future professional practice.This reinforces the importance of promoting practical experiences between people with disabilities and university students and of creating spaces for coexistence and mutual knowledge.The results showed (Table 4) that women obtained a better average assessment in relation to future professional practice (2.77 ± 0.32), while men obtained a higher average in attitudes towards disability (2.61 ± 0.17).These data advanced significant differences between men and women, as maintained by Tripp et al. [23] and Voeltz [24], which obtained better scores in women than in men, contrary to what Gil's studies [19] affirmed.In our research, there were better results in the attitudes of men towards disability and a more positive vision of women in relation to future professional practice, despite the fact that the research questions that women have a more positive attitude towards disability has been demonstrated in numerous studies [25,26].In this line, the studies by Abellán et al. [27] confirm this trend with students of teaching, specialty education physics, where the results indicated that men showed a more positive attitude towards disability than women.These results reflect an evolution in the perception of disability, from a care perspective-linked to care and traditionally related to women-to a perception of rights, in which men and women show a greater sensitivity to disability.The results between men and women were also analyzed according to the grade (Table 5).Regarding the future professional practice, nursing students offered the best ratings, with an average of 2.83 (±0.34) in men and 2.82 (±0.32) in women.Regarding attitudes towards disability, physiotherapy students obtained the best average scores, with values of 2.66 (0.16) for men and 2.66 (0.22) for women.In addition, there were also differences regarding the future professional practice between the students of nursing and those of dentistry.

Age of Students
Finally, it was intended to know if age influences the perception of students, as well as if men and women of different age ranges offer different assessments.To analyze this, respondents were grouped into three different age ranges.Regarding future professional practice, it was observed how all age ranges showed exactly the same mean value, with small variations in their standard deviation (Table 6).The same goes for attitudes towards disability, where-despite the fact that students aged 21 to 23 (2.60 ± 0.16) and those over 24 (2.60 ± 0.19) obtained the best average values-the results were quite similar, without presenting significant differences between any of the groups.Contrary to what we could assume from the initial research questions, the results showed that young people have better attitudes and a better vision of future professional practice in relation to disability than older students.These results contradict the studies by Castellanos et al. [28] and advance a possible change in the mentality of the new generations.In the analysis between sex and age, among men, the best average ratings in the future professional practice were observed among those over 24 years old (2.76 ± 0.31), while in the case of women they appeared shared between students from 21 to 23 years old (2.77 ± 0.31) and those over 24 (2.77 ± 0.36).With regard to attitudes towards disability, it was observed that, in the case of men, the highest average was in students between 21 and 23 years old (2.64 ± 0.13), while in students between those over 24 years of age (2.60 ± 0.20).(Table 7) In terms of average results, there were no significant differences.This is a striking fact, since one tends to think that the older the better attitude towards people with disabilities.

Analysis of Qualitative Results
After an awareness session on disability, the students were asked to carry out the following reflection: Write an argumentative essay in which you reflect on the relationship between your future professional practice and disability, relying on the knowledge acquired throughout your university studies.The aim of this qualitative test was to respond to the objective of this research.Therefore, the aim was to measure the attitudes of university students towards disability, measuring the attitudes of respect and acceptance, terminology; the attitudes towards personal relationships, treatment; and the attitudes towards work relationships, professional environment.Finally, the impact of university training on the human development of students towards disability and reality was measured.
For the analysis and interpretation of the comments, the recommendations of Creswell [15] were followed: identification of topics, coding and constanting of key questions, and review of the material, as well as mapping of concepts and relationship of ideas.It was an analysis by inductive criterion, carried out from a scheme of categories [15,16], called open coding.
For this study, 49 students from different grades were randomly selected through the saturation method [29].From the first readings of the material, it was observed that the students had been very involved in the reflections, both in the form and in the extension and explanations, expressing their concerns, insecurities, convictions, and needs regarding the relationship of their future professional practice and disability.Some of the topics that were expected to be found in the reflections were defined, a priori, by the authors, following the scientific literature, and those that appeared and that seemed relevant were noted.Subsequently, a first reading of the essays was initiated looking for these topics, reviewing concepts, terms, and determining the most outstanding by the students, in a spiral review [15,30].The different themes were defined: 1.
Terminology: encompasses all the words used by students to designate the disability and associated terms.It includes terms such as disability, functional diversity, and other related terms.

2.
Treatment: groups all the words that describe the way of relating to the disability, the behaviors, attitudes or behaviors that they themselves follow or see in others.

3.
Professional environment: includes words such as work, exercise/professional future or any reference to the degree they are studying.

4.
Training: brings together everything that students mention about training, in any sense.
After the terminological clarification, the information was organized in content matrices, according to the theme, placing, in the first column, an identifier of each participant and in the second, the words or phrases selected in each theme (Table 8).In some cases, it was observed how similar concepts are placed in one or another matrix.The reason is that the students associated one or the other concepts with terminology or treatment interchangeably in their reflection.It was preferred to preserve the literalness of the expressions associated with each topic to respect the origin of the data as much as possible.In the Educ.Sci.2023, 13, 79 9 of 16 matrices, only words are reflected in some cases and, in others, phrases, since, in some cases, it much better reflects the meaning.This matrix ordered the concepts and extracts from the reflections of the students those most used terms and their direct references.From this, a count was carried out to find the most frequent words.It was observed that 27 students used the concept of person with disabilities, a term currently accepted socially and legally."Person with disabilities" and not "disabled" allows to separate the disability of the person, so that this is only one more characteristic and not an intrinsic part of the person.Ten students maintained the concept of disabled and five spoke of functional diversity, a concept increasingly widespread among Disability Associations.
Other interesting terms were observed, such as those referring to help, support for people with disabilities, used by 10 students.This concept of help is related to a paternalistic, charitable vision of disability and assistance and far from the concept of rights of people with disabilities.This concept, that of rights, was barely used by three students.Moreover, it was observed that six students spoke of abilities, a relatively current term, which refers to highlighting, naming, and enhancing what each person has, to the detriment of what they lack, that is, focusing on what they are capable of doing, what qualities and values they have, instead of what their shortcomings, deficits, or limitations are [31].In contrast, the concept of limitations was used by four students.Other concepts that appeared are integration (five students), normalization (four students), and equality (three students) (Figure 1).spread among Disability Associations.
Other interesting terms were observed, such as those referring to help, support for people with disabilities, used by 10 students.This concept of help is related to a paternalistic, charitable vision of disability and assistance and far from the concept of rights of people with disabilities.This concept, that of rights, was barely used by three students.Moreover, it was observed that six students spoke of abilities, a relatively current term, which refers to highlighting, naming, and enhancing what each person has, to the detriment of what they lack, that is, focusing on what they are capable of doing, what qualities and values they have, instead of what their shortcomings, deficits, or limitations are [31].In contrast, the concept of limitations was used by four students.Other concepts that appeared are integration (five students), normalization (four students), and equality (three students) (Figure 1).Regarding the treatment of persons with disabilities, the following reflections are observed (Table 9), which denote the shortcomings and desires presented by students.Regarding the treatment of persons with disabilities, the following reflections are observed (Table 9), which denote the shortcomings and desires presented by students.

A15
The same rights

A16
We must be trained to treat people with disabilities.

A17
Society has a lot to learn from them.They deserve the same treatment as everyone else

A18
The same treatment as everyone else

A19
Dealing with people with disabilities is very enriching.

A23
We must have the ability to deal with people with disabilities.

A24
We must know how to deal with them

A25
We are all equal in our differences A28 Good treatment, provide security In this matrix, different allusions were observed.A total of 16 students gave importance to the treatment of the person with disabilities and the need to defend equal treatment.It is surprising that two students say that they do not believe that they will have dealings with people with disabilities in their lives.Despite being a minority number, it is still relevant.A total of 15 students referred to the social and physical barriers suffered by people with disabilities.The concept of equality comes out again, this time associated with the deal (Figure 2).

A15
The same rights A16 We must be trained to treat people with disabilities.A17 Society has a lot to learn from them.They deserve the same treatment as everyone else A18 The same treatment as everyone else A19 Dealing with people with disabilities is very enriching.

A23
We must have the ability to deal with people with disabilities.A24 We must know how to deal with them A25 We are all equal in our differences A28 Good treatment, provide security A29 See the person in the wheelchair and not the wheelchair they have.See the person and not their disability.A31 Social barriers.Improve the disposition in the treatment

A33
They must be treated well, they must know how to communicate with people with disabilities, they must have the skills to communicate with people with disabilities.A37 I have been taught how to treat a person with a disability, assistive products.

A38
Not all people are prepared to relate to people with disabilities, there are those who do not know how to treat or communicate.A39 I have friends with disabilities A40 Society does not know how to deal with a person with a disability, how to make adaptations.A45 I don't think I deal with them A48 Training in dealing with disabilities.Equal treatment as the rest In this matrix, different allusions were observed.A total of 16 students gave importance to the treatment of the person with disabilities and the need to defend equal treatment.It is surprising that two students say that they do not believe that they will have dealings with people with disabilities in their lives.Despite being a minority number, it is still relevant.A total of 15 students referred to the social and physical barriers suffered by people with disabilities.The concept of equality comes out again, this time associated with the deal (Figure 2).Regarding the reflections on the professional environment, some students denounced or demanded measures to normalize the situation with respect to people with disabilities (Table 10).

A8
We are responsible for helping, integrating into society A9 I will try to break down the barriers that prevent the social and labor integration of people with disabilities.

A10
We must adapt the centers

A11
To care for people with disabilities as we would like to be cared for ourselves.

A13
Nursing must be involved in the elimination of barriers.

A14
Eliminate all architectural barriers A15 Adapted premises, without architectural barriers

A16
It is incredible that they can be my co-workers, it is fantastic.They deserve the same salary A17 Fundamental information to know how to help, act, advise, advise, raise awareness and educate the whole community.

A18
They can develop many jobs, like anyone else A19 There is job exclusion for people with intellectual disabilities A22 Lack of adaptation of material, instruments, poor preparation of dentists, little involvement, few resources.

A23
A person with a disability could work perfectly well in a dental

A24
The materials and furniture must be adapted.

A27
With adaptations, prostheses and others, they can work as dentists, they are qualified for any profession.

A31
It is a service, and they should be trained and have more disposition to attend them.

A32
Little by little the disabled are being incorporated into the working world, demonstrating that they can work just like anyone else.I would not mind working with a person with small limits.

A33
You have to develop skills during your career

A35
All professions have a relationship with disability.When I deal with people with disabilities, I will not treat them differently.I must speak from their reality.I will be in contact with people with deficits and I will be an important part of it.

A37
My profession can contribute to people with disabilities

A38
The lawyer has to ensure that people with disabilities are on an equal footing in this field.
A39 I find few ideas on how to help people with disabilities, but in my office, I could hire them by managing customer service.

A41
In my profession, the relationship with disability will be scarce.

A44
I have to train myself in case I have colleagues with disabilities, or I assist someone.

A45
In the development of my professional future, I do not think I will find myself in the situation of trying to guide a person with a disability.

A46
We have to fight against the barriers for the inclusion of people with disabilities in the labor market.

A47
It's a very disability-related career.They can work just like me, but with adaptations, so that everyone is integrated.

A48
Do not underestimate if we have a co-worker with a disability.

A49
My profession is one of the most in touch with disability.Full integration in the workplace This matrix includes the questions about professional practice, which has to do with their studies and the relationship of these with disability.It is precisely the core of the essay that asked directly about this question.However, only half of the students (26 students) referred directly to this issue.They approached the subject in a very general way, without really delving into or assuming a personal role.They also wrote about the elimination of barriers, especially those that have to do with the physical accessibility of workspaces, highlighting the importance of adapting tools, resources, materials, and the importance of labor inclusion.However, there was some distance in responsibility or commitment to inclusion.Phrases included: society is, society should, society should not, society should not, society should change.Ten students alluded to society as something external, separate from their own experiences or realities, in many cases as something immutable.
As for training, students demand more training on disability and their way of acting with them (Table 11), evidencing the gaps in the training system in that sense.

A10
It is essential to increase the number of campaigns and to include this teaching in university courses.

A11
We must train nurses in resources and tools, communication.

A12
We must have information to know how to communicate, about the degrees of disability, the resources that exist, help them without offending them and without doubting their independence.

A13
The experiential session was the most enriching.The sessions.very interesting, motivating, congratulations.

A14
I have learned that people with functional diversity are capable of leading a normal life and that there are hardly any differences between us.

A16
These seminars have been very interesting, because they can be applied to our day-to-day life.

A17
They have taught me that any person with a disability can adjust to daily life with adaptations.

A18
These talks have been very useful for me to realize how much can be helped with small changes and resources.

A19
The importance of communication.There should be training and information on how to provide care.I have a lot to learn A20 People are becoming more and more aware, but there is still a lot to do, to adapt the schools.

A23
There is a lack of interest in disability A24 There are barriers, lack of information.I am grateful for this training.We must see people without limitations A25 Dentistry is not very much related to disability.

A26
Everyone has his or her limitations and capabilities.We must look at the person, which is the important thing.

A28
Disability is not a limitation.It is important that society does not undervalue people with disabilities.

A29
Training to deal with disabilities is important.This training is important because not everyone has contact with people with disabilities.

A30
We should live with children with disabilities from an early age at school, so that they become normal situations.Disability should not be a barrier

A32
In society disability is very present and very little accepted by the population, it is seen in the architectural and social barriers.

A34
Improve the integration of people with disabilities so that they can be treated the same as other people.

A35
We are all different, we all have limitations and are not able to do everything.Disability is not a disease.

A36
I have learned that people with disabilities are ordinary people with added difficulties and that instead of highlighting these difficulties we should support, understand and treat them in order to achieve their inclusion in society.

A37
Helping, contributing to happiness and improving quality of life.We should all be more aware and change things, it is up to all of us.

A38
I have realized many things that I didn't know before, I have learned to understand the situations that can happen to me in my profession.Society has to adapt to this type of person.

A41
Today's society is not very aware of the difficult situation of people with disabilities.I have become aware of the difficult situation and the lack of resources to make life easier.It would be necessary to insist on the economic aspects or adaptability to the environment.

A42
The sessions received have been too many.Although the essay did not ask, half of the students added in their reflections assessments on training.For this reason, it was decided to include the topic of training and analyze what the students said.A total of 30 students recognized the importance of the training received, although they find it scarce.They claimed to be aware of a new need, not previously perceived, and stated that they need information, especially about communication, types, and degrees of disability and treatment of the person.In contrast, a couple of students claimed to not need this training, considering it far from their future professional practice and their interests.The fact of finding these statements so resoundingly confirms the need for this training.
In summary, the analysis of qualitative data showed that students hardly delve into their future professional practice and are not very clear about this relationship, apart from the purely care perspective.Students are confused with disability terminology and have uncertainty about disability use.As perceived in the results, half of the students admitted the need for more information, more knowledge, and even dared to contribute concrete topics on which they would like to be trained.In this sense, as it appeared in the analysis of the empirical part, the importance of the link with people with disabilities and the differences in the expression and language of these with respect to those who do not have any type of link was also observed.

Conclusions
In relation to the answer to the research questions posed, based on the results obtained, it can be stated that: Students with a link to people with disabilities present, widely, a better attitude towards them and their development in the social and labor context, evidencing the need to promote the normalization of disability, increase awareness campaigns, and promote experiences of knowledge and coexistence among people.
Female students show attitudes towards people with disabilities than male students, but only in one of the two variables, specifically in that of future professional practice.In the variable of attitudes, it is the men who show better results.Whether these results confirm a change in trend will have to be verified in future research.
Finally, as to whether older students have a better attitude towards disability, the results show the opposite.Without major differences, it is noteworthy that younger students show a better perception towards disability.These data, together with the second of the research questions posed regarding differences between males and females could indicate a change in trend.
As for qualitative research, the information set aside by the students allows us to predict a significant change in the attitudes, perceptions, and beliefs of university students towards disability and a hopeful advance towards normalization and coexistence in a society of all.
The students present an attitude of respect, help, and support towards people with disabilities.They recognize their rights and refer to them in respectful terms, recognizing the person, what is common to all, and not simply what differentiates them.In addition, they present a favorable attitude towards personal relationships with people with disabilities.They show equal, normalized treatment and place value on the need to eliminate physical, social, and cultural barriers, as one of the students maintained: "I think we should all relate to people with disabilities and get to see people and not their disability, as this should not be a barrier between two people".Finally, they present an uncommitted and not very personal attitude, towards their labor insertion, showing a distant and not very empathetic attitude.
Therefore, there is a need for a commitment to the training of university students on disability, in order to promote an egalitarian society, with rights and inclusiveness.

Table 1 .
Descriptive variables according to the field of study.

Table 2 .
Descriptive in terms of disability linkage.

Table 3 .
Descriptive and comparisons according to the type of linkage to disability.

Table 4 .
Descriptive data and comparison by sex.

Table 5 .
Descriptive data and comparison according to sex in the different careers.

Table 6 .
Descriptive data and general comparison of age ranges.

Table 7 .
Descriptive data and comparison by sex of age ranges.

Table 8 .
Matrix of terminology terms.

Table 9 .
Matrix of terms: deal.

Table 10 .
Matrix of terms: professional environment.

Table 11 .
Matrix of terms: training.
It does not help me to know how to work in school, my training is different.