How do Spanish disability support offices contribute to inclusive education in the university?

Abstract

This article analyzes the functioning of disability support offices and their contribution to inclusive education in seven Spanish universities from the perspective of staff. Using a qualitative methodology, interviews with office staff were conducted, and data were analyzed through an inductive coding system. The results are organized around five themes: characteristics of disability support offices, staff training, functions performed by different services, barriers and opportunities identified by office staff, and proposals to improve attention given to disabled students. Information gathered leads to the conclusion that the work carried out in disability support offices must receive support from universities, as these offices are a key element for the access and retention of students with disabilities in the university and for the successful completion of their studies. Points of interest• Disability support offices in universities contribute to inclusive education in higher education. • The research found that disability support offices may work with a very small number of students. • Some students are not known to disability support offices because they prefer not to disclose their disabilities. • The research concluded that vocational guidance is a key factor leading to access to the university. • Disability support office staff considered they are not sufficiently trained, so more actions are needed in this direction.

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

“…For these faculty members, attending to the affective and emotional component of the student was an essential element for the development of inclusive practices in the classroom [20]. According to students with disabilities, these are the traits and characteristics that the ideal educator should have [52]. In fact, several studies have valued, in a very positive manner, the human and personal characteristics of the faculty members, demonstrating their positive association with the academic success of the students [25].…”

Inclusive Education Through the Eyes of Teachers

“…Concerning this question, participants were united in holding the view that inclusive education should embrace differences in the same school environment. Meanwhile, Tinklin, Riddell and Wilson (2004), Moriña, López-Gavirab and Morgadoc (2017) mentioned in their research that they found inclusive education necessary, while highlighting the limited range of physical opportunities, both at universities and in other educational institutions, as well as problems arising from the curriculum and the lack of equipped personnel. Ainscow andCésar (2006), Kozleski, Artiles, Fletcher andEngelbrecht (2009), Messiou (2017) emphasized that inclusive education is necessary and, in particular, that countries should develop policies for improving inclusive education.…”

Peculiarities of Training Engineering Students with Disabilities

“…The world practice shows that such socio-cultural factors as peer relationships and academic advisory contacts are more significant for the disabled than the classroom size, lighting, or handouts color [6]. However, this brings another problem: the lack of properly trained personnel who can facilitate the acquisition of higher education by people with disabilities via becoming their mentors and making the learning environment more accessible [7].…”