What are inclusive pedagogies in higher education? A systematic scoping review

Stentiford, Lauren; Koutsouris, George

doi:10.1080/03075079.2020.1716322

Cited by 114 publications

(66 citation statements)

References 61 publications

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“…Moreover, they do their best to make sense of the learnings, thus fostering the meaningful learning of their students. In this sense, authors such as Love et al [54] have shown that, over master classes without interaction, students with disabilities prefer active and participatory methods, which is in line with the opinions of faculty members, who consider that these strategies help them to attend to the needs of these students [34].…”

Section: Discussionmentioning

confidence: 70%

“…Unlike the above mentioned, the instruction models based on the constructivist theory consider the faculty member as a guide and an adviser, whose main role is not to transmit knowledge, but to facilitate and foster the construction of new learnings in the students [32,33]. These models are focused on the needs of the students, thus potentiating inclusive pedagogies [34]. Similarly, these participatory, active and collaborative methods are preferred by students, since they increase their motivation and participation, and generate a meaningful, accessible and relevant learning [35,36].…”

Section: Introductionmentioning

confidence: 99%

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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: 70%

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…Currently, the integration of people with disabilities into the everyday life of society is of great importance (Chambers, 2015), which is largely due to the increased awareness of the value of human diversity (Shved, 2015). Studying the history of the development of inclusive practices (Stentiford, 2020) in the system of Ukrainian education makes the process of socialization of a person (Barkas et al, 2020) with disabilities effective (Martínez et al, 2020), based on an individual approach to everyone (Kolupaeva, 2009). To date, the so-called "inclusion without borders" (Lorraine et al, 2017), which implies the widespread implementation of joint learning, which often has a negative impact on the educational process, has become widespread (Gunn, 2017).…”

Section: Discussionmentioning

confidence: 99%

Socio-Entrepreneurial Approach in Higher Education Institutions on the Example of Inclusive Education

Gryshchenko

Yatsenko

2021

mng

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Background and objectives. In Ukraine, until the mid-2000s, social policy with regard to people with disabilities was primarily compensatory in nature. Now the situation is gradually changing, the objectives of social policy are recognized to ensure equal rights and opportunities for people with and without disabilities. With the signing (2008) and ratification (2012) of the UN Convention on the Rights of Persons with Disabilities, our country has assumed the obligation to ensure the full social participation of people with disabilities in society. One of the resources that increase the chances of people with disabilities to master various spheres of life can be higher professional education, especially in an inclusive format.Methods. The study used: biographical method and interview method – to collect and summarize the information obtained; statistical method – to process the results of the survey, predictive method – to summarize various aspects of the use of inclusive education format in the system of higher professional education. Findings. The potential of the institute of higher professional education as a channel of social inclusion is proposed to use both at the macro level through the use of the model of socio-entrepreneurial approach of forming a system of higher professional inclusive education, and at the micro level through the identification and description of practices of forming an inclusive format of education in a particular university and tracing the life trajectories of people who received higher professional education in an inclusive format.Conclusion. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

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“…Accordingly, a growing interest is seen in this attribution in scientific literature that looks at the reforms undertaken by universities ( Larrán-Jorge and Andrades-Peña, 2017 ). Within this context, an important task assumed by higher education as part of its social responsibility is training in global citizenship skills ( Horey et al., 2018 ), but another very important subject is attending to individual and group diversity, particularly in reference to vulnerable groups, where universities design inclusive pedagogies ( Stentiford & Koutsouris, 2020 ) and other strategies oriented towards the pursuit of inclusion ( Baltaru, 2019 ). For example, they provide access to a greater number of citizens, but also qualify such access and promote personal, professional and social development among all groups of citizens ( Smith, 2020 ).…”

Section: Higher Education Diversity and Institutional Responsementioning

confidence: 99%

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

Castillo

Hernández-Lloret

González-González

et al. 2021

Heliyon

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Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice.

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What are inclusive pedagogies in higher education? A systematic scoping review

Cited by 114 publications

References 61 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

Socio-Entrepreneurial Approach in Higher Education Institutions on the Example of Inclusive Education

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model

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