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ResumenEste artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesidades de formación de los participantes; una evaluación de proceso durante el desarrollo del programa; y una evaluación final de los resultados una vez concluida la formación. Los instrumentos empleados para la recogida de datos fueron la entrevista semi-estructurada individual y grupal, el cuestionario abierto y la observación. Este trabajo ofrece una visión sobre las principales necesidades de formación de los 20 participantes y cómo el programa da respuesta a éstas, exponiendo los aprendizajes más relevantes adquiridos por los docentes y contrastándolos con la situación de partida. Finalmente, en las conclusiones se expone una discusión de los resultados con otras investigaciones previas.Palabras Clave: Formación de profesores; evaluación de programa; educación inclusiva. University teaching staff and inclusive education: responding to their training needs AbstractThis article presents the results of a research whose objective was to design, develop and evaluate a training program on inclusive education and disability aimed at university teaching staff. Through the use of a qualitative methodology, the evaluation was carried out in three moments: an initial evaluation of the training needs of the participants; a process evaluation during the development of the program; and a final evaluation of the results once the training is completed. The instruments used for the data collection were the semi-structured individual and group interview, the open questionnaire and the observation. This work offers a vision about the main training needs of the 20 participants and how the program responds to them, exposing the most relevant learning acquired by the teachers and contrasting them with the starting situation. Finally, the conclusions show a discussion of the results of other previous investigations.Keywords: Teacher training; program evaluation; inclusive education. Professorado universitário e educação inclusiva: respondendo a suas necessidades de formação ResumoEste artigo apresenta os resultados de uma pesquisa cujo objetivo era conceber, desenvolver e avaliar um programa de formação sobre educação inclusiva e deficiência dirigido aos professores universitários. Mediante o uso de uma metodologia qualitativa, realizou-se a avaliação em três momentos: avaliação inicial das necessidades de formação dos participantes; avaliação do processo durante o desenvolvimento do programa e avaliação final dos resultados uma vez concluída a formação. Os instrumentos empregados para a coleta de dados foram a entrevista semiestruturada individual e grupal, o questionário aberto e a observação. Este estudo oferece uma visão sobre as principais necessidades de formação dos 20 participantes ...

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.

The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.