Learning from experience: training for faculty members on disability

Moriña, Anabel

doi:10.1080/13603108.2018.1534759

Cited by 8 publications

(8 citation statements)

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“…In spite of that, all the Spanish universities offer a variety of courses and programs for the academics' qualification and for the improvement of the teaching processes' quality (Stes & Van Petegem, 2015). However, the pedagogical training should not be left to the goodwill of the staff and should be mandatory (Moriña, 2019).…”

Section: Academics' Training On Disability and Inclusive Educationmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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Section: Academics' Training On Disability and Inclusive Educationmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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“…In other studies, however, we found authors such as Debrand and Salzberg (2005) ; Hockings et al. (2012) ; Moriña (2019) ; Murray et al. (2014) ; Rohland et al.…”

Section: Introductionmentioning

confidence: 45%

“…Some studies focused on training in attention to diversity highlight a lack of training in the types of disability and specific educational needs, as well as a lack of knowledge of disability legislation, and inclusive practices and methodologies (Black et al, 2014;Cook et al, 2009;Gelbar et al, 2015;. In other studies, however, we found authors such as Debrand and Salzberg (2005); Hockings et al (2012); Moriña (2019); Murray et al (2014); Rohland et al (2003); Simpson (2002) and Sowers and Smith (2004), who have designed training programs based on inclusive education and disability, university regulations, knowledge of supports for students with special educational needs, and awareness of disabilities in order to address the scarcity of teacher training on such topics. It is essential that professors have the necessary knowledge to identify students' needs in order to make adjustments and implement effective strategies (Comes et al, 2011;Love et al, 2015;Moriña and Carnerero, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 58%

Factors that influence the university's inclusive educational processes: perceptions of university professors

Castellano

Ruiz

Pozo

2021

Heliyon

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Background: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. Aims: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. Methods and procedures: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. Outcomes and results: The university professors generally agree to perform inclusive actions in their teachinglearning process, although a significant association between variables. Conclusions and implications:The study includes a series of perceptions that may help other university professors to make their practice more inclusive. What does this paper add?This research's main novelty is to show, through the perceptions of university professors, what factors generate exclusion and how this situation can be reversed. This article analyses the association between the attitudes that professors have regarding the inclusion of students with special educational needs in the university and the inclusive educational processes they use in their teaching-learning process.The continuous training of university professors in inclusive responses and strategies is necessary to not be an obstacle in the development of students with special educational needs as well as the establishment of positive relationship between professors and students.Professors are essential to create and support inclusive processes in the university classroom since they have to respond to the students' needs by making the necessary adjustments in their teachinglearning process, taking into account their abilities, needs, and interests.

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“…Las instituciones educativas han de velar por el desarrollo de modelos inclusivos (Everett y Oswald, 2018;Moriña, 2018). Todo ello realizado bajo los principios de igualdad de oportunidades y accesibilidad universal (Aparicio y Rodríguez, 2020;Vlachou y Papanou, 2018).…”

Section: Discussionunclassified

“…Sin embargo, aunque se reciba formación avanzada en materia de accesibilidad digital, los procesos de sensibilización, actitudes positivas y empatía son necesarios en todo este proceso (Garabal, 2015). Resultados similares se hallaron en otros trabajos enfocados a la formación docente en materia de discapacidad en el ámbito universitario (Langørgen y Magnus, 2018;Moriña, 2018;Van Jaarsveldt y Ndeya-Ndereya, 2015).…”

Section: Discussionunclassified

Competencias en accesibilidad digital en estudiantes de titulación de maestría sobre e-learning

González-Perea

Fernández

Garcia-Perez

2020

Redis

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La formación de futuros docentes en materia de accesibilidad digital es muy relevante, ya que permite garantizar que personas con discapacidad, mayores y otros colectivos con riesgo de exclusión social, puedan acceder a los procesos educativos mediados por las tecnologías de la información y del conocimiento. Sin embargo, pareciera que no se contempla como parte de la oferta formativa. El objetivo del presente trabajo se centra en identificar los conocimientos en accesibilidad digital de los que parten los alumnos en una titulación de maestría orientada a instruirse como profesionales en el diseño tecnopedagógico de acciones formativas desarrolladas en modalidad e-learning. Para su desarrollo, se ha llevado a cabo un test de autodiagnóstico en accesibilidad digital sobre un grupo de 49 estudiantes de máster. A raíz de los resultados obtenidos, se han orientado los objetivos de la asignatura de accesibilidad contemplada en el máster para potenciar el desarrollo de competencias en esta materia.

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Learning from experience: training for faculty members on disability

Cited by 8 publications

References 20 publications

Training Needs of Academics on Inclusive Education and Disability

Training Needs of Academics on Inclusive Education and Disability

Factors that influence the university's inclusive educational processes: perceptions of university professors

Competencias en accesibilidad digital en estudiantes de titulación de maestría sobre e-learning

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