Attitudes and self-efficacy of teachers towards inclusion in higher education

Emmers, Elke; Baeyens, Dieter; Petry, Katja

doi:10.1080/08856257.2019.1628337

Cited by 59 publications

(67 citation statements)

References 42 publications

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“…On the other hand, the differences derived from the participating teaching staff evaluations can be categorized into four significant findings whose evidence may be useful to those with university management and administration responsibilities. Firstly, the respondents understand University Social Responsibility as the institutional commitment from all impacts generated by the universities, but also from the personal conviction that implementing actions and methodologies is necessary, as is preparing students in a highly competent way (Carballo et al, 2019;Emmers et al, 2019;Orozco & Moriña, 2020). Secondly, the university faculty are committed to these issues, which proves the need to incorporate different teaching-learning methodologies to cater for the diversity of the students, as stated in prior studies (Lawrie et al, 2017;Maringe & Sing, 2014;Moriña & Carballo, 2017;Nind & Lewthwaite, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In line with this trend, several fronts are detected in current research. On the one hand, there is a line focusing on learning more about the beliefs, attitudes, and values of educators in relation to this universal principle (Carballo et al, 2019;Emmers et al, 2019;Martins et al, 2018;Moberg et al, 2020). On the other, there are studies evidencing the need to better train this group of professionals in diversity and educational inclusion (Benet, 2020;Collins et al, 2019;Sanahuja et al, 2020).…”

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

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Comparative Inclusion: What Spanish Higher Education Teachers Assert

Pérez‐Carbonell¹,

Ramos‐Santana²,

Usarralde³

2021

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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

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Section: Discussionmentioning

confidence: 99%

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Pérez‐Carbonell¹,

Ramos‐Santana²,

Usarralde³

2021

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“…En 10 de los estudios incluidos se aborda la inclusión dirigida únicamente hacia el estudiantado en situación de discapacidad. Estas investigaciones plantean aspectos vinculados con el establecimiento de programas de becas, adaptación de materiales, autoeficacia docente, participación del alumnado, formación del profesorado, desarrollo de prácticas pedagógicas positivas, creación de normativas universitarias, elaboración de planes de atención y la implementación de adaptaciones curriculares (Bell-Rodríguez, 2020;Emmers et al, 2020;Garabal-Barbeira, 2015;Garabal-Barbeira et al, 2018;Ke et al, 2017;Ocampo, 2012;Ortiz Colón et al, 2018;Poker et al, 2018;Polo Sánchez et al, 2017;Rodríguez-Martín et al, 2014).…”

Section: Perspectiva De Inclusión Planteada En Las Investigaciones Incluidasunclassified

“…Además, 2 de los estudios obtuvieron resultados neutrales referentes a las actitudes del profesorado hacia la inclusión educativa (Emmers et al, 2020;Llorent et al, 2020). Esto demuestra que mujeres y hombres participantes en dichas investigaciones tienen igual nivel de formación en materia de inclusión educativa (Llorent et al, 2020).…”

Section: Actitudes Del Profesorado Hacia La Inclusión Educativaunclassified

Actitud del Profesorado Universitario Hacia la Inclusión Educativa: una Revisión Sistemática

Paz-Maldonado

Flores-Girón

2021

Rev. bras. educ. espec.

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RESUMEN La actitud docente es determinante cuando se pretenden desarrollar espacios educativos inclusivos y atender a la diversidad. El objetivo de la presente revisión sistemática es analizar los estudios efectuados sobre la actitud del profesorado universitario hacia la inclusión educativa. Se incluyeron 15 artículos los cuales evidencian que en España se han realizado una mayor cantidad de investigaciones acerca del tema. Además, la perspectiva de inclusión planteada considera principalmente al alumnado en situación de discapacidad. También, se revela que el profesorado no está preparado para generar una enseñanza inclusiva. Referente a las actitudes, las investigaciones muestran hallazgos negativos y una resistencia por la implementación de adaptaciones curriculares. Los principales desafíos se encuentran relacionados con la preparación docente y la motivación por la constante capacitación. En conclusión, es necesario que los programas de formación de profesores consideren la inclusión educativa como una dimensión esencial que posibilite a los docentes exteriorizar actitudes positivas durante el quehacer pedagógico en las instituciones de Educación Superior.

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“…Finally, although there seem to be few studies that analyse the relationship between a professor's gender and an inclusive attitude, the literature indicates that female professors showed more positive attitudes towards inclusion ( Álvarez and Buenestado, 2015 ; Avramidis and Norwich, 2002 ) and the use of inclusive methodologies in their teaching-learning process ( Llorent et al., 2020 ). Other studies concluded that men were more in favour of carrying out actions and inclusive educational processes in their classes ( Emmers et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Factors that influence the university's inclusive educational processes: perceptions of university professors

Castellano

Ruiz

Pozo

2021

Heliyon

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Background: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. Aims: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. Methods and procedures: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. Outcomes and results: The university professors generally agree to perform inclusive actions in their teachinglearning process, although a significant association between variables. Conclusions and implications:The study includes a series of perceptions that may help other university professors to make their practice more inclusive. What does this paper add?This research's main novelty is to show, through the perceptions of university professors, what factors generate exclusion and how this situation can be reversed. This article analyses the association between the attitudes that professors have regarding the inclusion of students with special educational needs in the university and the inclusive educational processes they use in their teaching-learning process.The continuous training of university professors in inclusive responses and strategies is necessary to not be an obstacle in the development of students with special educational needs as well as the establishment of positive relationship between professors and students.Professors are essential to create and support inclusive processes in the university classroom since they have to respond to the students' needs by making the necessary adjustments in their teachinglearning process, taking into account their abilities, needs, and interests.

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Attitudes and self-efficacy of teachers towards inclusion in higher education

Cited by 59 publications

References 42 publications

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Actitud del Profesorado Universitario Hacia la Inclusión Educativa: una Revisión Sistemática

Factors that influence the university's inclusive educational processes: perceptions of university professors

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