Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities
This study focuses on the experience of 20 Spanish faculty members who taught students with disabilities. We conducted semi-structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that fac...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/181749 |
| Acceso en línea: | https://hdl.handle.net/11441/181749 https://doi.org/10.1111/1467-8578.12261 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Disability Inclusive education Faculty member Difficulties Reasonable adjustments |
| Sumario: | This study focuses on the experience of 20 Spanish faculty members who taught students with disabilities. We conducted semi-structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced the profile of a professional who recognised their shortcomings while valuing the actions that they had undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts rather than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to support their faculty members |
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