Health sciences and inclusive pedagogy: a qualitative study exploring educational practices for students with disabilities at Spanish universities
The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and suc cess. This article explores participants’ actions and t...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/131421 |
| Acceso en línea: | https://hdl.handle.net/11441/131421 https://doi.org/10.1093/her/cyab017 |
| Access Level: | acceso abierto |
| Sumario: | The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and suc cess. This article explores participants’ actions and their appraisals of their teaching practice in relation to disability in campus-based education. The study was conducted with 19 Spanish faculty members from the Health Sciences who were nominated by their students with disabilities for having contributed to their inclusion. We carried out a qualitative study based on individual, in depth, semi-structured interviews. We analysed the data progressively, using a system of catego ries and codes. The results section outlines the actions taken by faculty members upon learning that they were going to be teaching a student with disabilities, analysing what specific meas ures they took in accordance with the type of dis ability in question, and what they found most rewarding and most difficult or unpleasant about their experience with these students in the classroom. The study concludes that the voices of these faculty members may encourage other col leagues to rethink their actions in the classroom and engage in more inclusive practices. |
|---|