The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

Moriña, Anabel

doi:10.1371/journal.pone.0215249

Cited by 45 publications

(27 citation statements)

References 32 publications

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“…A total of 119 faculty members from 10 Spanish public universities participated in the study (the profile of the complete sample group of the study can be consulted in Moriña, 2019).…”

Section: Methodsmentioning

confidence: 99%

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Carballo

Fernández

Spínola-Elías

2019

Arts and Humanities in Higher Education

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This article shows the educational strategies developed by faculty members that their students with disabilities considered as excellent for carrying out an inclusive pedagogy in Higher Education. One hundred and nineteen faculty members from 10 Spanish public universities participated in the study, 24 of whom were from the field of Arts and Humanities. Through a qualitative methodology, individual semi-structured interview was used for data collection. The data were analyzed inductively through a categories and codes system. The results show how the participants considered students' opinions when designing their methods. Moreover, the study shows the teaching strategies that the participants used to ensure the participation of all their students. Lastly, the article describes how the participants attended to the concerns of students with disabilities. Finally, we discuss these results with previous studies, and we consider the main elements for an inclusive pedagogy that may serve as an example for other faculty members.

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“…A total of 119 faculty members from 10 Spanish public universities participated in the study (the profile of the complete sample group of the study can be consulted in Moriña, 2019).…”

Section: Methodsmentioning

confidence: 99%

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Carballo

Fernández

Spínola-Elías

2019

Arts and Humanities in Higher Education

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“…In the Spanish university context, as can be seen in the Disability Care Guide 2018, published by the Universia Foundation, a total of 22190 people with disabilities study at Spanish universities, being their presence greater in face-to-face than in non-face-to-face universities. Given the presence of this group in classrooms, the need for universities to adopt a new educational paradigm of inclusive orientation is unquestionable, since success in academic performance does not depend exclusively on the student himself (Moriña, 2019), but also on the resources, materials and personnel that universities have at their disposal to serve students with disabilities and provide them with a quality education (Thomas, 2016). Deepening in the Spanish university context, the Organic Law 4/2007, of April 12, bets for the inclusion of people with disabilities in the university and establishes in order to make effective the equality of opportunities the design of accessible spaces, to apply the principles of accessibility and design for all.…”

Section: Introductionmentioning

confidence: 99%

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Lorenzo

Lorenzo-Lledó‬

Pérez-Vázquez

2020

J. Technol. Sci. Educ.

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One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

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“…To make these practices possible, it is fundamental to bear in mind that faculty is a key element for the inclusion of students [ 20 , 21 ]. Thus, it is important to know the characteristics of inclusive faculty members.…”

Section: Introductionmentioning

confidence: 99%

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

2021

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Introduction This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. Objective For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. Methods Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. Results and conclusions The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper–which can also be useful for faculty and researchers in other areas of knowledge–comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one’s job properly are even more important aspects.

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The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

Cited by 45 publications

References 32 publications

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain

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