Orientations to teaching more accessibly in postsecondary education: mandated, right, pedagogically effective, nice, and/or profitable?

Bie, Alise de; Marquis, Elizabeth; Suttie, Megan; Watkin-McClurg, Olivia; Woolmer, Cherie

doi:10.1080/09687599.2020.1848803

Cited by 7 publications

(3 citation statements)

References 47 publications

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“…Thus, providing material in advance, either slides, notes, or manuals in digital or paper format, is one of the measures that contribute to favouring accessibility to the content (Cotán, 2014;Díez et al, 2008). In addition, many authors suggest that, to avoid the effort of making unnecessary adjustments during the development of subjects, courses should be designed in an accessible way before the start of the course (De Bie et al, 2020;Roberts et al, 2011). In this context, technology is understood as accessible when everybody can perceive and understand the information presented for an equitable opportunity to succeed (Roberts et al, 2011).…”

Section: Accessibility To Achieve More Inclusive Practicesmentioning

confidence: 99%

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

Sánchez-Díaz

Perera

Moriña

2022

PED

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This qualitative study explores the experiences of 119 faculty members who implement inclusive practices using ICTs in their classrooms. The results show the diverse materials and resources that they use to present content to students, the ways to facilitate the resources available to students, and the moment they make these materials and resources available to them. Conclusions present the conditions that determine the pedagogical use of technological resources by faculty to facilitate students’ inclusion.

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Section: Accessibility To Achieve More Inclusive Practicesmentioning

confidence: 99%

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

Sánchez-Díaz

Perera

Moriña

2022

PED

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“…In addition to staff training, other recommendations for faculty members from this study include: asking for support from university suppor services in charge of advising teachers on disability; considering diversity as an enriching element of the classroom, not as a difficulty; and being willing to improve by taking all necessary actions to ensure the success of their students, with and without disabilities. Taking into account that legislation does not regulate exactly the obligatory nature of developing specific actions for students with disabilities, and that pedagogical and technopedagogical training on this issue is not mandatory, the use of inclusive pedagogy depends on the goodwill of faculty members, so awareness-raising actions here become essential (De Bie, 2021).…”

Section: Limitations Recommendations and Future Researchmentioning

confidence: 99%

Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities

Fernández

Carballo

Spínola-Elías

2021

International Journal of Inclusive Education

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This article presents the testimonies of 24 faculty members of Arts and Humanities from five Spanish universities on the use of digital technology resources and their benefits for learning and educational inclusion of students with disabilities. They were selected by their own students with disabilities for their inclusive practices. Using a qualitative methodology, two semi-structured individual interviews were conducted with each participant to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were progressively analysed through a system of categories and inductive codes. The results show the digital resources that faculty members put into practice, as well as the different uses they make of them. In addition, the participants highlighted a number of benefits that digital technology has for the learning of all students, including those with disabilities. Finally, these results are discussed with those of previous studies, offering recommendations for the university to move toward a more inclusive education.

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“…Although SaLT and the SPP are not focused exclusively on redressing such inequities, they each create opportunities for students to work with faculty in ways that might contribute to educational equity and have featured projects/partnerships that take this focus specifically. For example, partnerships supported by the programs have focused on enhancing the experiences of underrepresented students in STEM courses (Narayanan & Abbot, 2020) and on conducting research about how best to support accessible teaching (de Bie et al, 2020).…”

Section: Salt and The Sppmentioning

confidence: 99%

“I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership

et al. 2021

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Persistent inequities in access to and experiences of learning in postsecondary education have been well documented. In line with efforts to redress these inequities and develop more just institutions, this study explores the potential for pedagogical partnerships in which students and faculty collaborate on teaching and learning initiatives to contribute to classroom equity. We investigate this issue by drawing on qualitative interviews with students who have participated in extracurricular pedagogical partnership programs in institutions in Canada and the United States, and who identify as members of marginalized groups (e.g., racialized students, 2SLGBTQ+ students, students from religious minorities, disabled students). While much existing research on equity and student-faculty partnership primarily focuses on the outcomes of partnership for participating students, we instead investigate students’ perceptions of the extent to which their partnership efforts contributed to wider impacts—such as developments in faculty thinking and teaching practice and student experiences in the classroom. We also consider challenges students noted connected to power imbalances and faculty resistance, which influence partnership’s capacity to contribute to equity and raise important considerations for those interested in partnership practice.

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Orientations to teaching more accessibly in postsecondary education: mandated, right, pedagogically effective, nice, and/or profitable?

Cited by 7 publications

References 47 publications

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities

“I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership

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