Inclusive University Classrooms the importance of faculty training

Abstract

The presence of students with disabilities in the universities is increasing. Faculty need to be trained in order to attend these students and with the objective to offer and inclusice education. The aim of this communication is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilitis participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the important of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of iimproving a positive attitude toward the disability. These results are dicussed in line with other studies. Recommendations are maded according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.

Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

“…In addition, university should inform them about legislation that has been developed to guarantee their inclusion, their rights, etc. (Morgado et al, 2016).…”

Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

“…Efetivamente, diversas investigações assinalam o papel fundamental que o docente do ES desempenha para que a inclusão possa ser uma realidade (Abu-Hamour, 2013;Antunes, Faria, Rodrigues, & Almeida, 2013;Bisol & Valentin, 2012;Cabral et al 2015;Couzens et al, 2015;Fossey et al, 2017;French et al, 2014;Mamah, Deku, Darling, & Avoke, 2011;Meira & Pereira, 2017;Morgado, Melero, Molina, & Cortés-Vega, 2016;Rodrigues, 2015).…”

“…A necessidade de formação, sentida como "necessária e importante" (P1, P3, DC1, DC2, DC3, DC4, DC5, DUO1, DUO2, DUO3, TAS1, TAS2, TB), é considerada como uma das condições para o sucesso académico dos ENEE em diversos estudos (Abu-Hamour, 2013; Couzens et al, 2015;Fernandes & Almeida, 2007;Fossey et al, 2017;FOTIM, 2011;French et al, 2014;Gonçalves & Cardoso, 2010;Gumbi et al, 2015;Harrison et al, 2009;Johnson, Becker, Estrada, & Freeman, 2015;Mamah et al, 2011;Meira & Pereira, 2017;Morgado et al, 2016). É também sugerida pelos diretores de curso a necessidade de "dar formação aos colegas" dos ENEE para que estes saibam lidar com estas situações, ou "campanhas de sensibilização" junto da comunidade académica para que "haja mais tolerância no ES" (DC5).…”

Functional diversity in higher education: curriculum accommodation for people with vision disability or hearing impairment in the English as a Foreign Language classroom

“…Adaptations for particular individuals or alternative forms of assessment that many faculty members are reluctant to implement, as research shows, should not be necessary were the system inclusive (Hurst, 2010; Setting the scene. Disabilities in the learning context: an overview Morgado, Melero, et al, 2016). Furthermore, students with disabilities would not be different to the mainstream class, fostering an atmosphere of inclusion, participation and equity (Hurst, 2010).…”

“…In this regard, universities should aim at widening participation as a route to excellence in matters of social justice by implementing consistent inclusive practices throughout all the courses offered to ensure a logical and harmonious system, taking into account the principles of equal opportunities based on the social model of disability in its design (Hurst, 2010;Morgado, Melero, et al, 2016).…”