Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty

Abstract

This study analysed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities, and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community and the implementation of university policies about inclusion.

Concepto de diversidad en la universidad desde la política institucional y las creencias del personal docente e investigador. Convergencias y desencuentros

“…El profesorado es un sector clave de la comunidad universitaria, tanto en la ejecución de una docencia inclusiva (Llorent et al, 2020;Moriña & Orozco, 2022;Sánchez-Díaz & Morgado, 2022) como en el avance de la investigación sobre pedagogías inclusivas (Stentiford & Koutsouris, 2021). Por lo tanto, tiene sentido explorar sus creencias sobre diversidad e inclusión, ya que es probable que estas modulen la probabilidad de implementar prácticas docentes e investigadoras en el ámbito de la atención a la diversidad (Aragón et al, 2017).…”

Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: la perspectiva del profesorado español de distintas áreas de conocimiento)

“…No obstante, muchos estudios ponen de manifiesto que, en ocasiones, los docentes universitarios no logran facilitar el aprendizaje y la participación de sus estudiantes, especialmente aquellos con algún tipo de discapacidad (Fernández-Gámez et al, 2021; Louise & Swartz, 2022). No es de extrañar, pues, que se haya identificado al profesorado como una pieza clave para alcanzar una educación universitaria inclusiva (Li et al, 2021; Llorent et al, 2020; Melero et al, 2020; Sánchez-Díaz & Morgado, 2021).…”

“…However, many studies have concluded that faculty members sometimes fail to facilitate the learning and participation of their students, especially those with disabilities (Fernández-Gámez et al, 2021; Louise & Swartz, 2022). It is not surprising, therefore, that faculty members have been identified as a key player in achieving inclusion (Li et al, 2021; Llorent et al, 2020; Melero et al, 2020; Sánchez-Díaz & Morgado, 2021).…”