¿Barreras invisibles? Actitudes de los estudiantes universitarios ante sus compañeros con discapacidad

Cortés, Eugenia González; Roses, Sergio

doi:10.5209/rev_rced.2016.v27.n1.45702

Cited by 12 publications

(8 citation statements)

References 12 publications

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“…The training program seems to have increased the scores in terms of the attitudes shown by the group of students, similar to other studies such as [ 48 , 49 ], where a favorable attitude toward disability was observed, increasing as the age of the students increases. A similar feature is indicated by González and Roses [ 50 ] and Lopez-Bastias and Moreno-Rodriguez [ 51 ], who point out that, although university students show positive attitudes toward disability, these are favored by training and information, knowledge and direct experience. It cannot be forgotten that the distribution of response frequencies is oriented toward the higher scores of the Likert scale in the post-training evaluation, with the scores of the lower values disappearing.…”

Section: Discussionsupporting

confidence: 76%

Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates

Moreno-Rodríguez

Diaz-Vega

Lopez-Bastias

et al. 2021

IJERPH

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Agenda 2030 expresses, through the Sustainable Development Goals (SDG), and in particular through No. 4, the need to ensure an inclusive and equitable education, which promotes learning opportunities for all. At the university level, all students are urged to acquire the necessary theoretical and practical knowledge to promote sustainable development, so that they become graduates capable of facing the challenges of the future and the real demands of a society marked by heterogeneity, including the needs of people with some kind of disability. In this sense, the present work analyzed the impact of a transversal training program in Design for All on university degree students. For this purpose, a descriptive and comparative ex post facto study was developed in which the impact of an online training program was quantified by establishing comparative pre- and post-training. The results indicate that the approach, through the delivery of a training xplain eon Design for All, contributed to a change in the perceptions of students regarding disability, its role in the university and in the future workplace. Furthermore, it increased the knowledge of institutional action undertaken in terms of awareness and approach to human disability.

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Section: Discussionsupporting

confidence: 76%

Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates

Moreno-Rodríguez

Diaz-Vega

Lopez-Bastias

et al. 2021

IJERPH

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“…The study highlights that despite the enormous amount of time that has passed since the ratification of the CRPD by Spain in 2008, the advances in terms of inclusive education advocated by the CRPD [ 1 ] have been few and lax (in some aspects) in terms of its implementation in the practical university training environment, and these results are in line with other studies related to the educational inclusion of people that are discriminated against due to low functional performance at the university level, as shown by [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 ], among others [ 14 , 16 , 49 , 50 , 51 , 52 ]. This information contributes greatly to the development of the proposed research objective (OB1) to analyze the personal perception of university students regarding the rights of...…”

Section: Discussionsupporting

confidence: 66%

“…Therefore, if we take into account that training is a fundamental pillar for creating inclusive, fair, equitable, and democratic societies, as stated by [ 12 , 13 ], among others, it is reasonable to think that all the training knowledge acquired by future teachers in this area (as education professionals) will have a fundamental influence on the development and subsequent practice of their profession, as stated by, among others, [ 9 , 10 , 11 , 14 , 15 , 16 ], which is why this research has been carried out.…”

Section: Introductionmentioning

confidence: 99%

Validation of the EPACODI-1 Scale: University Students’ Perceptions of Inclusive Education

Morales-Endrino

Saorín

Marín-Marín

2023

EJIHPE

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In the last fifteen years, changes have been taking place in education systems at the international and national levels that aim to achieve, in the near future, the objectives set by the UN International Convention on the Rights of Persons with Disabilities (hereafter CRPD). Spain is no stranger to these objectives, as recognized in the new Organic Law for the Modification of the Law on the Organization of Education. This situation makes it necessary to know the perceptions that professionals in training (about to graduate) from faculties of education have about the legal content established by articles 4.1.i and 24 of the CRPD on inclusive education. In order to ascertain these perceptions, the EPACO-DI-1 instrument was used in a quantitative and confirmatory study by means of a multivariate factor analysis (CFA), applying the parallel estimation method of ordinary least squares (OLS) and principal axes with polychoric correlation and promax oblique rotation. This study involved 552 fourth-year students between the ages of 21 and over 45 from the specializations offered by the Faculty of Education of the University of Murcia. The obtained results are consistent and show the validity of the EPACODI-1 scale for determining the perceptions of professionals in training on inclusive education.

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“…Research has identified barriers to the academic success of people with disabilities at university (Díez & Sánchez, 2015;González-Cortés & Roses-Campos, 2016;Moriña, Cortés & Molina, 2015). Among these barriers, it is notable the use of methodologies that do not allow students to participate fully in the teaching-learning process (Castellana & Sala, 2006).…”

Section: Introductionmentioning

confidence: 99%

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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¿Barreras invisibles? Actitudes de los estudiantes universitarios ante sus compañeros con discapacidad

Cited by 12 publications

References 12 publications

Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates

Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates

Validation of the EPACODI-1 Scale: University Students’ Perceptions of Inclusive Education

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

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