Challenges to inclusive education at the university: the perspective of students and disability support service staff

Abstract

This study presents a series of key aspects to achieve inclusive education in Spanish universities, from the viewpoint of students with disabilities and disability support service staff. The study used a qualitative methodology through in-depth semistructured interviews. Data analysis was inductive, through a system of categories and codes. Results revealed various essential aspects to facilitate inclusive education: the positive attitude of the faculty members towards students with disabilities promotes the inclusive education, the need to make reasonable adjustments (methodologies, evaluation systems, and resources) to guarantee the learning of students with disabilities, and the use of technologies to facilitate access to learning. Results allowed us to conclude that the faculty was a key figure in the inclusion of students with disabilities and it´s necessary a universal learning design approach into practice to benefit all students.

Taylor, the Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students

“…They critiqued inaccessibility of assessments, particularly in terms of lack of reasonable adjustments, and called for greater flexibility in deadlines and more flexibility in non-medical assistance. Their perceptions are supported by literature critiquing lack of accessibility and inclusion in higher education assessment [1,8,47], and lack of flexibility in student support is a perennial theme in the literature [25,48,49]. In Phase 2, students discussed the technical inaccessibility of forms, revealing diverse perceptions of accessibility, and the impacts inaccessibility had on them.…”

Ten simple rules for supporting historically underrepresented students in science

“…We can start by facilitating SwD to engage in self-determination [ 72 ], by describing available resources offered by the institution (e.g., faculty/lab tutors, interpreters, focus groups, academic assistance), and by assisting students with navigating these often-complex institutional systems [ 73 , 74 ]. When resources are not available, we should aim to meet with institutional representatives to reinforce the need for the adoption of universal design principles [ 75 ], including structural renovations, auxiliary tools, and/or disability support services (e.g., professional development, qualified interpreters, elevators, adapted computer terminals).…”

“…One concrete idea is to include questions about preferences, access, and accommodations in a survey given to students prior to the beginning of the term. It is also essential to make reasonable adjustments when necessary, which may require flexibility in our teaching approach and assessment [ 74 , 76 ]. Ultimately, educators should have a working knowledge of legal requirements for SwD at both institutional and federal levels [ 77 ].…”

“…When well informed, we can better accommodate and advocate for SwD, as well as develop best practices that go beyond legal requirements in regions where those are low or absent. Importantly, we should remain compassionate and show a positive attitude toward SwD, as instructor attitudes toward SwD can play an essential role in their academic success [ 74 ].…”

O Estudante Com Deficiência Na Ufsc: Fatores Que Influenciam O Acesso E a Permanência

“…Ele trouxe consigo avanços importantes para as pessoas com deficiência, especialmente em relação aos auxílios técnicos: sistema de ensino para surdos e cegos, cadeiras de rodas, dentre outros progressos. Percebemos uma sociedade que começa a se estruturar coletivamente para enfrentar os obstáculos e para melhor responder à pessoa com deficiência (LOPEZ-GAVIRA; MORINA; MORGADO, 2019).…”