Faculty training: an unavoidable requirement for approaching more inclusive university classrooms

Moriña, Anabel; Cortés-Vega, María-Dolores; Molina, Víctor M.

doi:10.1080/13562517.2015.1085855

Cited by 33 publications

(21 citation statements)

References 17 publications

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“…En el contexto español, algunos estudios (Castellana y Sala, 2005;Moriña et al, 2015) ponen de manifiesto la falta de recursos en las aulas para favorecer la inclusión y la metodología poco adecuada del profesorado para asegurar la participación, el progreso y el éxito de los estudiantes.…”

Section: Discusión De Los Resultados Y Conclusionesunclassified

Desarrollo de políticas inclusivas en la educación superior

Benet-Gil

2019

conrec

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La diversidad del alumnado universitario y las políticas inclusivas emergentes justifican la intención de explorar su aplicabilidad en el ámbito de la educación superior. Este estudio pretende indagar en las políticas y normativas que promueve la Universidad Jaume I para garantizar el acceso y permanencia de los estudiantes y en cómo percibe esto la comunidad universitaria. Para ello se ha recurrido al estudio de caso y se han realizado entrevistas y grupos focales para el equipo rectoral, para los responsables y técnicos de los servicios que atienden a la diversidad del alumnado, los docentes y los estudiantes. También se ha efectuado un análisis de los principales documentos de la institución. Los resultados muestran cómo la Universitat Jaume I se organiza para atender la diversidad y fomenta acciones dirigidas a ello, pero los participantes consideran que deben mejorarse algunos aspectos relativos al acceso y la permanencia. Como conclusión se apunta a la necesidad de generar una política inclusiva que englobe a todos los servicios y normativas desde un enfoque intercultural e inclusivo.

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Section: Discusión De Los Resultados Y Conclusionesunclassified

Desarrollo de políticas inclusivas en la educación superior

Benet-Gil

2019

conrec

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“…Several research studies (Debram & Salzberg, 2005;Healey, Jenkins, Leach, & Roberts, 2001) have proposed training and professional development guides for faculty on higher education campuses, although more discipline-and department-focused trainings are still needed ). This finding is also consistent with conclusions from previous research examining student recommendations of ideal faculty and perception of higher education academic instruction (Moriña et al, 2015;Hill, 1996). Curricular and instructional adjustments made by faculty as a result of training may not only improve relationships with students with disabilities but also have the potential to benefit all students on campus (Jacklin, Robinson, O'Meara, & Harris, 2007;Shaw, 2011;Yssel, Pak, & Beilke, 2016).…”

Section: Chapter Five: Discussionsupporting

confidence: 92%

“…This type of training could provide faculty with an understanding of the barriers that students with disabilities face in their higher education experience. (Moriña, Cortés-Vega, & Molina, 2015).…”

Section: Chapter Five: Discussionmentioning

confidence: 99%

A Whole New World: Students with Disabilities Transition to Postsecondary Education

Whitaker¹

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Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the experiences of first-year students with disabilities at four-year higher education institutions. This study utilized components from Disability Studies in Education approach, Disability Critical Race Studies (DisCrit), Acculturation, and Diverse Learning Environment frameworks in analyzing first-year students with disabilities' experiences. Using a mixed-methods approach to investigate both attitudes and perceptions, the researcher conducted a survey of 63 students representing five colleges and focus group interviews with 43 students representing three colleges. Findings indicate that firstyear students with disabilities are assimilating into the mainstream non-disabled culture in higher education. First-year students with disabilities heavily rely on adult's (parents or disability service personnel) knowledge in educational decision making. Additionally, the findings also highlight the impact of fee-based, specialized disability programs on first-year student experiences and perceptions of campus climate. This study contributes to the understanding of the conditions that support and challenge the higher education experiences of first-year students with disabilities. The findings also highlight a need for more research examining a broader range of disability categories and the intersection of disability and race. DEDICATION With the utmost sincerity, respect, and admiration, I dedicate my dissertation to:

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“…Initiatives towards enhancing practices include the implementation of professional development programs (Hockings, Brett, & Terentjevs, 2012) and the development of instruments that aim to measure the degree of inclusion evident in teachers' practice and reflection (Cunningham, 2013). Aligning with UDL principles, common recommendations emphasize the value of presenting information in multiple ways and offering multiple means of engagement (Kumar & Wideman, 2014;Madriaga, Hanson, Heaton, Kay, Newitt, & Walker, 2010;Moriña, Cortés-Vega, & Molina, 2015). Likewise, Avermaet and Sierens (2012) claim that teachers should combine informal and formal learning to improve the knowledge and skills of students from different social and ethnic backgrounds.…”

Section: Inclusive Curriculum Deliverymentioning

confidence: 99%

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Lawrie¹,

Marquis²,

Fuller³

et al. 2017

T&LI

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The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

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Faculty training: an unavoidable requirement for approaching more inclusive university classrooms

Cited by 33 publications

References 17 publications

Desarrollo de políticas inclusivas en la educación superior

Desarrollo de políticas inclusivas en la educación superior

A Whole New World: Students with Disabilities Transition to Postsecondary Education

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

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