How do Spanish disability support offices contribute to inclusive education in the university?

Moriña, Anabel; López-Gavira, Rosario; Camacho, Beatriz Morgado

doi:10.1080/09687599.2017.1361812

Cited by 29 publications

(16 citation statements)

References 39 publications

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“…For these faculty members, attending to the affective and emotional component of the student was an essential element for the development of inclusive practices in the classroom [20]. According to students with disabilities, these are the traits and characteristics that the ideal educator should have [52]. In fact, several studies have valued, in a very positive manner, the human and personal characteristics of the faculty members, demonstrating their positive association with the academic success of the students [25].…”

Section: Discussionmentioning

confidence: 99%

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

et al. 2021

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This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

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Section: Discussionmentioning

confidence: 99%

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

et al. 2021

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“…Concerning this question, participants were united in holding the view that inclusive education should embrace differences in the same school environment. Meanwhile, Tinklin, Riddell and Wilson (2004), Moriña, López-Gavirab and Morgadoc (2017) mentioned in their research that they found inclusive education necessary, while highlighting the limited range of physical opportunities, both at universities and in other educational institutions, as well as problems arising from the curriculum and the lack of equipped personnel. Ainscow andCésar (2006), Kozleski, Artiles, Fletcher andEngelbrecht (2009), Messiou (2017) emphasized that inclusive education is necessary and, in particular, that countries should develop policies for improving inclusive education.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Inclusive Education Through the Eyes of Teachers

Şimşek

Kilcan

2019

IJPES

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This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey), having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools' physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.

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“…The world practice shows that such socio-cultural factors as peer relationships and academic advisory contacts are more significant for the disabled than the classroom size, lighting, or handouts color [6]. However, this brings another problem: the lack of properly trained personnel who can facilitate the acquisition of higher education by people with disabilities via becoming their mentors and making the learning environment more accessible [7].…”

Section: People With Disabilitiesmentioning

confidence: 99%

Peculiarities of Training Engineering Students with Disabilities

et al. 2021

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In this day and age, there are increasing discussions and calls for shifting towards inclusive education. In view of this, the present study intended to identify the most severe challenges disabled engineering students face according to their own view and find possible ways to solve them. For this particular aim, a survey of 555 students from five universities of Russia, Kazakhstan, and Uzbekistan was performed. These were the Bauman Moscow State Technical University, Northern Trans-Ural State Agricultural University, Sarsen Amanzholov East Kazakhstan State University, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers, and South Ural State University. The survey was carried out in two stages. The first focused on identifying the main problems of disabled students (physical environment, staff skills and knowledge, theory-practice relationship, assessment peculiarities, and bias). The second intended to define the most critical of them (unadapted physical environment and reduced abilities to apply theoretical knowledge in practice). To resolve these issues, the authors propose the following recommendations to be adopted. These include adapted laboratories and equipment; programs that allow performing practical tasks; engineering tutors able to assist in performing practical tasks; an adapted assessment system with reference to health condition; psychological support to integrate disabled students into an inclusive team and eliminate prejudices. The obtained research findings can be used by other universities to promote a comprehensive integration of students with special needs into the educational process.

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How do Spanish disability support offices contribute to inclusive education in the university?

Cited by 29 publications

References 39 publications

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Inclusive Education Through the Eyes of Teachers

Peculiarities of Training Engineering Students with Disabilities

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