Inclusive education at a Spanish University: the voice of students with intellectual disability

Herrero, Pedro Pérez; Gasset, Dolores Izuzquiza; Garcia, Andrés Cabrera

doi:10.1080/09687599.2020.1745758

Cited by 26 publications

(21 citation statements)

References 31 publications

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“…Whilst there is a growing volume of qualitative research actively seeking to engage with the opinions of children and young people with disabilities (e.g. Herrero, Gasset, and Garcia 2021;Hynan, Murray, and Goldbart 2014;Rabiee, Sloper, and Beresford 2005), most have used direct questioning or methods that prompt fixed choices. One exception to this is the work of Wickenden (2011) who used ethnographic methods to investigate identity in empirical research involving nine teenagers who use communication devices.…”

Section: Qualitative Methods For Developing Credible Accountsmentioning

confidence: 99%

A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments

Ibrahim

Vasalou

Benton

et al. 2021

Disability & Society

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Section: Qualitative Methods For Developing Credible Accountsmentioning

confidence: 99%

A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments

Ibrahim

Vasalou

Benton

et al. 2021

Disability & Society

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“…Other studies [ 17 , 18 ] have been collected from the students with disabilities to triangulate the information. Although the results are not conclusive and differ according to the type of disability and the methodology used in the study, the emphasis is on the demand for greater resources, greater accessibility to information, and precise curricular adjustments according to their needs.…”

Section: Introductionmentioning

confidence: 99%

Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

Valle-Flórez

Fuertes

Álvarez

et al. 2021

IJERPH

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The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.

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“…International scientific production has shown, in different geographical contexts, the important role of educational inclusion policies for functionally diverse students in higher education [6][7][8][9][10]. However, a gap remains between the intentions behind the political strategies and the actual results found in university practices [11][12][13][14][15][16][17].…”

Section: Introduction 1educational Inclusion As a Response To Social Exclusionmentioning

confidence: 99%

Inclusive University Education in Bolivia: The Actors and Their Discourses

et al. 2021

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Education policies in Bolivia and other parts of Latin America have improved significantly in recent years. However, there continue to be barriers to higher education for students with specific educational support needs and difficulties are still found in the institutional management of inclusive education. This paper aims to better understand the elements that facilitate and hinder university inclusion of students with functional diversity in Bolivia. The methodology used is qualitative. The discourses of key informants within the university community were collected using the focus group technique. The software Atlas.ti-8 was used for data processing and inductive coding was performed using the constant comparison method. The study’s main findings indicate that both the categorization of functional diversity and the financing model in place have a great impact on inclusive education actions at the university level. The research also reveals a lack of correspondence between the rights of people with functional diversity and the resources allocated to them. The conclusions point to the need to establish intersectional institutional strategies based on the recognition of diversity as an essential value in the development of inclusive and sustainable education.

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Inclusive education at a Spanish University: the voice of students with intellectual disability

Cited by 26 publications

References 31 publications

A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments

A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments

Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

Inclusive University Education in Bolivia: The Actors and Their Discourses

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