The impact of a faculty training program on inclusive education and disability

Moriña, Anabel; Carballo, Rafael

doi:10.1016/j.evalprogplan.2017.06.004

Cited by 39 publications

(48 citation statements)

References 37 publications

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“…introductory lectures) and the pedagogical considerations by the faculty. What was explicit in this study is that standardised and inflexible teaching and learning practices actively impede the students’ engagement, autonomy and management of self, a view supported by related literature and linked to success [20, 26, 36, 37]. Furthermore, there appeared to be little opportunity for effective dialogue with academic staff to redress this.…”

Section: Discussionmentioning

confidence: 83%

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

et al. 2019

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BackgroundAttainment gaps for students with disabilities have been noted in pre-registration physiotherapy courses in the UK. Previous research suggests disclosure, lack of staff knowledge and poor communication between University and placement sites may be relevant, but these are limited to small case studies with students with visual or physical disabilities. The purpose of this study was to explore disabled physiotherapy students’ experiences of their education in order to elucidate factors that may influence success.MethodsQualitative study drawing on phenomenological traditions. Four focus groups including 15 students with disabilities were conducted. Transcripts were analysed thematically. Procedures for transparency and rigour such as member checking and peer debriefing were implemented.ResultsThree major themes were derived from data. “It was quite a relief” explores the personal and social implications of diagnosis. “They’re not natural” focuses on academic assessment and the specifics of adjustments made and not made within that context. “My dyslexia doesn’t switch off” explores the inaccessibility of the learning environment and dissects the contrast between the 24-h nature of having a specific learning condition and the somewhat piecemeal nature of adjustments during their education.ConclusionsThis study indicates that having a specific learning disability or anxiety creates a number of hurdles to success in physiotherapy education. Most were within the University setting and were perceived to result from staff ignorance or piecemeal approaches to inclusion. A lack of consistency alongside facilitated dialogue and acknowledgement of enhancements results in frustration, ambiguity towards disclosure and reinforcement of a deficit model. Such an approach belies the intention of the profession and the NHS and does not maximise the potential of widening participation.

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Section: Discussionmentioning

confidence: 83%

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

et al. 2019

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“…From an institutionalization approach and with a firmly rooted commitment to attention to student diversity (Carballo et al, 2019), Spanish universities have mainly focused until very recently on providing attention to disability with support services and units, which currently constitute a notable idiosyncratic line in these institutions (Morgado et al, 2017;Moriña, 2017). This is evidenced by the research developed to test the advances of the social model of disability (Melero et al, 2018), which has been the starting point to measure evaluation and innovation processes, the teaching atmosphere, or the strategies and methodology of the teaching staff (Carballo et al, 2019;Morgado et al, 2017;Moriña & Carballo, 2017). Today, state initiatives in the field of inclusion are varied, although there is still no global Spanish diagnosis, nor have sufficient studies been carried out to establish which model of inclusion is being used as a starting point.…”

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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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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“…Following such principles teachers will be able to gain practical skills and experience in the field of teaching students with disabilities from experienced teachers already working in this sphere. Moriña et al (2017), having conducted the analysis of changes in the level of readiness, professionalism and competence of teachers who have undergone special training on inclusive education, note that teachers have gained useful knowledge for teaching students with disabilities. In addition, teachers, based on the results of studying their standpoint on what they have learned from special training, noticed that they have received more information about the features of inclusive education and about the needs of persons with disabilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Training of pedagogical staff for conducting activities in the conditions of inclusive education

Bakhmat

Kravets

Kulikovska

et al. 2021

Laplage

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The evidence from practice shows that currently teachers are not competent enough in the field of inclusive education. Consequently, in the context of inclusive education, there is a growing need to train teachers who will teach students with disabilities. The purpose of the academic paper is to study the features of teachers’ training for conducting activities in the conditions of inclusive education on the example of the experience of the European Union’s member states. Methods: theoretical analysis, abstraction, description, observation, graphical representation, systems analysis, comparison, experiment, measurement, modeling and generalization. It has been determined that Luxembourg, Denmark, Sweden, the Netherlands and Austria have occupied leading positions in the Inclusive Development Index in 2018, according to which the level of inclusive development of these countries is very high. It is proposed to conduct a study of the features of teachers’ training for conducting activities in the conditions of inclusive education, based on the experience of Luxembourg, Denmark, Sweden, the Netherlands and Austria.

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The impact of a faculty training program on inclusive education and disability

Cited by 39 publications

References 37 publications

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Training of pedagogical staff for conducting activities in the conditions of inclusive education

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