Students with disabilities at university: benefits and challenges from the best faculty members’ experiences

This article presents the results of a study that gave a voice to 119 faculty members of 10 Spanish universities, who were recommended by their students with disabilities for carrying out an inclusive pedagogy. Following a qualitative methodology, two interviews were held to analyse different areas...

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Detalles Bibliográficos
Autores: Carballo Delgado, Rafael, Molina Romo, Víctor Manuel, Cortés Vega, María Dolores, Cabeza Ruiz, Ruth
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/155381
Acceso en línea:https://hdl.handle.net/11441/155381
https://doi.org/10.1080/08856257.2022.2031104
Access Level:acceso abierto
Palabra clave:Inclusive pedagogy
Faculty members
Students with disabilities
Higher education
Qualitative methods
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spelling Students with disabilities at university: benefits and challenges from the best faculty members’ experiencesCarballo Delgado, RafaelMolina Romo, Víctor ManuelCortés Vega, María DoloresCabeza Ruiz, RuthInclusive pedagogyFaculty membersStudents with disabilitiesHigher educationQualitative methodsThis article presents the results of a study that gave a voice to 119 faculty members of 10 Spanish universities, who were recommended by their students with disabilities for carrying out an inclusive pedagogy. Following a qualitative methodology, two interviews were held to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were analysed through an inductive system of categories and codes. The results show the positive aspects and benefits highlighted by these faculty about their experiences regarding the presence of students with disabilities in their classrooms, as well as the main challenges they encounter when attempting to achieve the social and educational inclusion of these students.ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDDidáctica y Organización EducativaQuímica FísicaFisioterapiaMotricidad Humana y Rendimiento DeportivoHUM423: I.D.E.A. (Innovacion, Desarrollo, Evaluacion y Asesoramiento)FQM128: Cinética Electródica e InstrumentaciónCTS954: Innovaciones en Salud y Calidad de VidaHUM-1097. FEMINAE: Feminismo, Educación, Motricidad e Investigación2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/155381https://doi.org/10.1080/08856257.2022.2031104reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Special Needs Education, 38 (1), 110-125.https://dx.doi.org/ 10.1080/08856257.2022.2031104info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1553812026-06-17T12:51:07Z
dc.title.none.fl_str_mv Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
title Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
spellingShingle Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
Carballo Delgado, Rafael
Inclusive pedagogy
Faculty members
Students with disabilities
Higher education
Qualitative methods
title_short Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
title_full Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
title_fullStr Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
title_full_unstemmed Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
title_sort Students with disabilities at university: benefits and challenges from the best faculty members’ experiences
dc.creator.none.fl_str_mv Carballo Delgado, Rafael
Molina Romo, Víctor Manuel
Cortés Vega, María Dolores
Cabeza Ruiz, Ruth
author Carballo Delgado, Rafael
author_facet Carballo Delgado, Rafael
Molina Romo, Víctor Manuel
Cortés Vega, María Dolores
Cabeza Ruiz, Ruth
author_role author
author2 Molina Romo, Víctor Manuel
Cortés Vega, María Dolores
Cabeza Ruiz, Ruth
author2_role author
author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
Química Física
Fisioterapia
Motricidad Humana y Rendimiento Deportivo
HUM423: I.D.E.A. (Innovacion, Desarrollo, Evaluacion y Asesoramiento)
FQM128: Cinética Electródica e Instrumentación
CTS954: Innovaciones en Salud y Calidad de Vida
HUM-1097. FEMINAE: Feminismo, Educación, Motricidad e Investigación
dc.subject.none.fl_str_mv Inclusive pedagogy
Faculty members
Students with disabilities
Higher education
Qualitative methods
topic Inclusive pedagogy
Faculty members
Students with disabilities
Higher education
Qualitative methods
description This article presents the results of a study that gave a voice to 119 faculty members of 10 Spanish universities, who were recommended by their students with disabilities for carrying out an inclusive pedagogy. Following a qualitative methodology, two interviews were held to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were analysed through an inductive system of categories and codes. The results show the positive aspects and benefits highlighted by these faculty about their experiences regarding the presence of students with disabilities in their classrooms, as well as the main challenges they encounter when attempting to achieve the social and educational inclusion of these students.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/155381
https://doi.org/10.1080/08856257.2022.2031104
url https://hdl.handle.net/11441/155381
https://doi.org/10.1080/08856257.2022.2031104
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Special Needs Education, 38 (1), 110-125.
https://dx.doi.org/ 10.1080/08856257.2022.2031104
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
publisher.none.fl_str_mv ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
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