Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model

Abstract

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution.

Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

“…These courses should meet diverse objectives and cover varying degrees of complexity and themes. Universities must have teachers with inclusive profiles who are interested in continuous training [17]. In fact, González-Castellano et al [17] showed that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training.…”

“…Universities must have teachers with inclusive profiles who are interested in continuous training [17]. In fact, González-Castellano et al [17] showed that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. Ortiz Colón et al [19] also confirm the need for training in special needs processes to enable university teaching staff to participate in an inclusive model and reveal the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability.…”

“…Despite the need of the current society of inclusive higher education experiences that inspire and motivate other university teachers, there is still not enough work addressing this challenge. However, the study of the inclusion of people with disability at university has been developed with more intensity in recent years in different parts of the world, as can be found in [11,[14][15][16][17][18][19][20][21][22][23][24]. Unfortunately, this trend is not as exciting if we focus on the field of science in general and statistics in particular.…”

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

“…Por otro lado, una menor cantidad de artículos mostraron actitudes positivas, lo que denota una mejor formación e interés del profesorado para promover una enseñanza inclusiva dirigida a todo el estudiantado. Los hallazgos encontrados concuerdan con distintos trabajos realizados concernientes a la temática (Avramidis & Norwich, 2002;González-Castellano et al, 2021;Moriña, 2020;Sánchez Díaz & Morgado Camacho, 2021).…”

Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

“…Professors’ attitudes towards integration reflect a lack of confidence in their instructional skills due to initial training received by future professors [ 22 , 23 ]. In line with this, a descriptive study [ 24 ] collects information about some adaptations that university professors carry out and the perception of their ability to carry out these adaptations.…”