Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences
This paper provides a useful guide of recommendations drawn from the experiences described by 25 Spanish inclusive faculty members of the area of Social and Legal Sciences. We used a qual- itative methodology and data was gathered using interviews. The action guidelines and recom- mendations obtaine...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versión aceptada para publicación |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositório: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/156936 |
| Acesso em linha: | https://hdl.handle.net/11441/156936 https://doi.org/10.1016/j.ijer.2022.102116 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Recommendations Faculty members Inclusive pedagogy Students with disabilities Social and legal sciences |
| Resumo: | This paper provides a useful guide of recommendations drawn from the experiences described by 25 Spanish inclusive faculty members of the area of Social and Legal Sciences. We used a qual- itative methodology and data was gathered using interviews. The action guidelines and recom- mendations obtained are based on the implementation of an inclusive pedagogy that prioritises the participation and success of all students. The results are divided into six categories: faculty- student relationship, resources, methodology, reasonable adjustments, mentoring and evalua- tion. Lastly, this study shows that the teaching strategies that promote inclusion do not only benefit students with disabilities, but have a general positive effect on all students |
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