Inclusive education in higher education?

The present study provides partial findings from research currently underway at the University of Seville: Hurdles & Help as Perceived by University Students Disabilities. (Directed by Dr. Anabel Mori~na, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an insti-...

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Autores: Morgado Camacho, Beatriz María, Cortés Vega, María Dolores, López Gavira, María Rosario, Álvarez Doblas, Encarnación, Moriña Díez, Anabel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/141319
Acceso en línea:https://hdl.handle.net/11441/141319
https://doi.org/doi: 10.1111/1471-3802.12323
Access Level:acceso abierto
Palabra clave:Higher education
Students with disabilities
Help and barriers to inclusive education
Biographic- narrative methodology
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spelling Inclusive education in higher education?Morgado Camacho, Beatriz MaríaCortés Vega, María DoloresLópez Gavira, María RosarioÁlvarez Doblas, EncarnaciónMoriña Díez, AnabelHigher educationStudents with disabilitiesHelp and barriers to inclusive educationBiographic- narrative methodologyThe present study provides partial findings from research currently underway at the University of Seville: Hurdles & Help as Perceived by University Students Disabilities. (Directed by Dr. Anabel Mori~na, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an insti- tution, open doors and/or put hurdles in the way of students with special needs? The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life sto- ries. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, pho- tographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles and Huberman (1994). Maxqda10 data analysis soft- ware was the tool of choice. Results will be dis- cussed with the following questions as a backdrop: Is the University inclusive? We will analyse institu- tional barriers and aids, as perceived by the stu- dents themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at student expectations with respect to their conception of the ideal university. Is the University an institution that opens or closes its doors to students with dis- abilities? Based on the analysis in the previous sec- tion, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified sur- passed the help.Didáctica y Organización EducativaContabilidad y Economía FinancieraFisioterapiaPsicología Evolutiva y de la Educación2016info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/141319https://doi.org/doi: 10.1111/1471-3802.12323reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésJorsen, 16 (1), 639-642.10.1111/1471-3802.12323info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1413192026-06-17T12:51:07Z
dc.title.none.fl_str_mv Inclusive education in higher education?
title Inclusive education in higher education?
spellingShingle Inclusive education in higher education?
Morgado Camacho, Beatriz María
Higher education
Students with disabilities
Help and barriers to inclusive education
Biographic- narrative methodology
title_short Inclusive education in higher education?
title_full Inclusive education in higher education?
title_fullStr Inclusive education in higher education?
title_full_unstemmed Inclusive education in higher education?
title_sort Inclusive education in higher education?
dc.creator.none.fl_str_mv Morgado Camacho, Beatriz María
Cortés Vega, María Dolores
López Gavira, María Rosario
Álvarez Doblas, Encarnación
Moriña Díez, Anabel
author Morgado Camacho, Beatriz María
author_facet Morgado Camacho, Beatriz María
Cortés Vega, María Dolores
López Gavira, María Rosario
Álvarez Doblas, Encarnación
Moriña Díez, Anabel
author_role author
author2 Cortés Vega, María Dolores
López Gavira, María Rosario
Álvarez Doblas, Encarnación
Moriña Díez, Anabel
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
Contabilidad y Economía Financiera
Fisioterapia
Psicología Evolutiva y de la Educación
dc.subject.none.fl_str_mv Higher education
Students with disabilities
Help and barriers to inclusive education
Biographic- narrative methodology
topic Higher education
Students with disabilities
Help and barriers to inclusive education
Biographic- narrative methodology
description The present study provides partial findings from research currently underway at the University of Seville: Hurdles & Help as Perceived by University Students Disabilities. (Directed by Dr. Anabel Mori~na, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an insti- tution, open doors and/or put hurdles in the way of students with special needs? The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life sto- ries. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, pho- tographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles and Huberman (1994). Maxqda10 data analysis soft- ware was the tool of choice. Results will be dis- cussed with the following questions as a backdrop: Is the University inclusive? We will analyse institu- tional barriers and aids, as perceived by the stu- dents themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at student expectations with respect to their conception of the ideal university. Is the University an institution that opens or closes its doors to students with dis- abilities? Based on the analysis in the previous sec- tion, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified sur- passed the help.
publishDate 2016
dc.date.none.fl_str_mv 2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/141319
https://doi.org/doi: 10.1111/1471-3802.12323
url https://hdl.handle.net/11441/141319
https://doi.org/doi: 10.1111/1471-3802.12323
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Jorsen, 16 (1), 639-642.
10.1111/1471-3802.12323
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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