{"title":"‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices","authors":"María-Nieves Sánchez-Díaz, Beatriz Morgado, Ruth Cabeza-Ruiz","doi":"10.1177/14697874241230456","DOIUrl":null,"url":null,"abstract":"Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Active Learning in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14697874241230456","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.
期刊介绍:
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.