Acciones del profesorado para una práctica inclusiva en la universidad

Aguilar, Noelia Melero; Moriña, Anabel; Perera, Víctor-Hugo

doi:10.1590/s1413-24782019240016

Cited by 15 publications

(11 citation statements)

References 28 publications

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“…As weaknesses, it should be noted that teachers apply less frequently cooperative group work, individual tutoring and different methodological training, which can make university curricula more flexible. This finding is in line with that of Melero, Moriña and Perera (2019), which show the lack of teacher training for the use of methodologies in a classroom with a diversity of learning styles.…”

Section: Discussionsupporting

confidence: 90%

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Lorenzo

Lorenzo-Lledó‬

Pérez-Vázquez

2020

J. Technol. Sci. Educ.

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One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

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Section: Discussionsupporting

confidence: 90%

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Lorenzo

Lorenzo-Lledó‬

Pérez-Vázquez

2020

J. Technol. Sci. Educ.

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“…Insisting on the latter, Carballo et al (2019) analyzed inclusive teacher training programs and how they allow professionals to develop inclusive strategies from a practical point of view, integrating Universal Design for Learning (commonly referred to as UDL) into them. Melero et al (2019) also discussed this topic. For their part, Nind and Lewthwaite (2018) recognize the pedagogical role of educators to send the students along inclusive paths, which is a core element in the teachers' development of their own methodological capacities.…”

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

“…In the Spanish context, educational inclusion policies have traditionally been developed in schools, rather than in the university environment (Orozco & Moriña, 2020), so, at present, there is still a long way to go (Melero et al, 2019), both in research and in practice. Based on this, Spanish universities have been following the recommendations from their regulatory framework, although the debate on diversity in universities has been initiated by leaders themselves and has barely been broached in Spain (García-Cano et al, 2021).…”

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Pérez‐Carbonell¹,

Ramos‐Santana²,

Usarralde³

2021

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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

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“…En los últimos años, las instituciones de educación superior, de manera ascendente, han ofrecido oportunidades para que el alumnado con discapacidad intelectual participe en la vida del campus (Ryan, Randall, Walters y Morash-MacNeil, 2019). Esto ha supuesto un significativo avance en materia de inclusión educativa (Melero, Moriña y Perera, 2019), que se ha visto reflejado en el aumento de los estudios sobre la respuesta de la educación superior a esta nueva situación de inclusión de los jóvenes con discapacidad en la Universidad (Arnaiz, 2019;Claiborne, Cornforth, Gibson, y Smith, 2010;Fuller, Bradley y Hall, 2006;Fuller, Healey, Bradley y Hall, 2004;Holloway, 2001;Hong, Haefner, y Slekar, 2011;Hopkins, 2011;Moriña, y Perera, 2018;Moswela y Mukhopadhyay, 2011;Mullins y Preyde, 2013;Riddell, Tinklin y Wilson, 2005;Riddell, Wilson y Tinklin, 2002;Ryan y Struths, 2004;Shevlin, Kenny y McNeela, 2004;Taylor, Baskett y Wren, 2010).…”

Section: Luces Y Sombras De La Discapacidad Intelectualunclassified

Evaluación de la pertinencia del título universitario “Todos Somos Campus” dirigido a personas con discapacidad intelectual

Almagro

Mirete

Nicolás

2020

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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El Título Universitario de Estudios Propios Todos Somos Campus, cofinanciado por el Fondo Social Europeo y la Iniciativa Empleo Juvenil a través de la convocatoria de ayudas de Fundación ONCE, permite que jóvenes con discapacidad intelectual se formen en la Universidad de Murcia y se preparen para conseguir un empleo.El programa formativo se desarrolla entre octubre del 2019 y junio de 2020. A lo largo de ese periodo, los 17 jóvenes con discapacidad intelectual se incorporan a las aulas y la vida universitaria a través de la construcción de itinerarios formativos integrales, accesibles y personalizados.El abordaje de contenidos se realiza de forma aplicada y transversal, e incluye un periodo de prácticas que permite al alumnado interactuar con empresas colaboradoras. La metodología de trabajo está basada en grupos de trabajo colaborativos, de apoyo entre iguales, con metas establecidas y completamente accessible y flexible, adaptándose a los requerimientos de los contenidos, y permitiendo el establecimiento de sinergias entre ellos, actividades en cadena, trabajo en gran grupo, etc.Todos somos Campus supone una formación para la mejora de la autonomía y la inclusión socio-laboral, sin olvidar que también desarrolla la motivación por el aprendizaje y desempeño responsable de tareas, puediendo afirmar que la Universidad de Murcia apuesta por establecer un sistema de formación inclusivo y de normalización comunitaria.

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Acciones del profesorado para una práctica inclusiva en la universidad

Cited by 15 publications

References 28 publications

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Evaluación de la pertinencia del título universitario “Todos Somos Campus” dirigido a personas con discapacidad intelectual

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