Este artículo presenta los resultados de una investigación en la que se analizaron los facilitadores y obstáculos que tres estudiantes con diversidad funcional identificaron durante su trayectoria en la universidad. Concretamente, se estudió cómo el profesorado había podido contribuir o no a la inclusión social y educativa. A partir del método biográfico-narrativo se pretendía dar voz a personas con diversidad funcional. Para la recogida de información se hizo uso de diversos instrumentos cualitativos: entrevistas biográficas, entrevistas focalizadas, entrevistas semiestructuradas, fotografías, autoinformes, línea de vida, diario de campo de la investigadora, notas de campo de la investigadora, observaciones, correos electrónicos y la técnica “Un día en la vida de…”. Se llevó a cabo un análisis narrativo que permitió construir tres historias de vida. En concreto, los resultados de este trabajo, a través de las narraciones de Marper, Andrés y Rafa, se centran en analizar cómo el profesorado contribuía o no a la inclusión de los estudiantes y cuáles eran las principales barreras que identificaban referidas a éste. Entre las principales conclusiones cabe resaltar cómo algunos docentes no estaban suficientemente formados para responder a las necesidades de los estudiantes o cómo, en ocasiones, no se realizaban los ajustes necesarios para el aprendizaje y participación de los estudiantes.
This article shows the educational strategies developed by faculty members that their students with disabilities considered as excellent for carrying out an inclusive pedagogy in Higher Education. One hundred and nineteen faculty members from 10 Spanish public universities participated in the study, 24 of whom were from the field of Arts and Humanities. Through a qualitative methodology, individual semi-structured interview was used for data collection. The data were analyzed inductively through a categories and codes system. The results show how the participants considered students' opinions when designing their methods. Moreover, the study shows the teaching strategies that the participants used to ensure the participation of all their students. Lastly, the article describes how the participants attended to the concerns of students with disabilities. Finally, we discuss these results with previous studies, and we consider the main elements for an inclusive pedagogy that may serve as an example for other faculty members.
This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field.
En este artículo se presentan los resultados parciales de una tesis doctoral vinculada a un proyecto de investigación financiado por el Ministerio de Economía y Competitividad, en el que se pretendía dar a conocer los facilitadores y obstaculizadores que los estudiantes con discapacidad se encontraron durante su estancia en las instituciones de enseñanza superior. A partir del método biográfico-narrativo se pretendía exponer el punto de vista de los estudiantes con discapacidad, identificando y explicando las barreras y ayudas que estos jóvenes vivenciaron en su trayectoria universitaria. Para la recogida de información se ha hecho uso de diversos instrumentos biográficos como son entrevistas, fotografías o líneas de vida. En concreto, los resultados de este trabajo se centran en las principales barreras y ayudas que este colectivo identificó en la universidad a nivel institucional. Entre las principales conclusiones obtenidas podemos destacar cómo la normativa existente no garantiza una educación de calidad, la importancia de los servicios de apoyo para la orientación y asesoramiento durante sus trayectorias o, por ejemplo, el personal de administración y servicio como factor resiliente.
This article presents the testimonies of 24 faculty members of Arts and Humanities from five Spanish universities on the use of digital technology resources and their benefits for learning and educational inclusion of students with disabilities. They were selected by their own students with disabilities for their inclusive practices. Using a qualitative methodology, two semi-structured individual interviews were conducted with each participant to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were progressively analysed through a system of categories and inductive codes. The results show the digital resources that faculty members put into practice, as well as the different uses they make of them. In addition, the participants highlighted a number of benefits that digital technology has for the learning of all students, including those with disabilities. Finally, these results are discussed with those of previous studies, offering recommendations for the university to move toward a more inclusive education.
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