This scientific article shows the results of a research process whose objective was to analyze the practices and pedagogical strategies implemented by teachers of the Industrial University of Santander (UIS) and the Autonomous University of Bucaramanga (UNAB); these teachers have students with sensory disabilities in their classrooms. For this goal, a qualitative methodology was adopted with a case-study approach; 27 subjects participated in this process: 20 educators and 7 students from the programs of Law, International Business, Accounting, Social Communication, Gastronomy, Music, and Philosophy. Based on a sample of homogenous cases of intentional type and semi-structured interviews, it was possible to conclude that, despite the significant advances made so far, it is required for universities to promote institutional guidelines articulating participatory work with the educational community. This community intervenes in the social reality of students with disabilities, as well as in the axes of accessibility and communication.