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

Abstract

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

“…To optimize a UDL-based online course, designers and instructors should first carefully examine relevant factors, including external contexts that demand changes in the course, the course’s existing features, learner characteristics and needs, and the nature and requirements of the course content, activities, and assessments ( Cai and Robinson, 2021 ; Jiang and Zhang, 2021 ). This can also be achieved through regular observation of teacher-student classroom interaction and provision of necessary support and adjustments when the course is still ongoing ( Cotán et al, 2021 ). In short, UDL course designs should be approached as dynamic systems requiring constant monitoring and regular contextual adjustments.…”

Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

“…Thus, there may be a negative association with implementation of a new teaching framework to anatomy curricula due to the increased workload that typically accompanies curricular change. However, respondents may not yet be aware of recent publications guiding educators to incorporate UDL into their curriculum design and delivery (Cotán et al, 2021 ; Edyburn, 2021 ; Luke, 2021 ; Xie & Rice, 2021 ). Arguably, once anatomy educators are more knowledgeable about UDL, they will have an increased understanding of how easily they can tailor their curricula to accommodate all students, without the major workload they may have originally thought was required.…”

Experiencias de los estudiantes con discapacidad durante la pandemia de COVID-19: desafíos y oportunidades para el aprendizaje

“…Además, tal y como se ha evidenciado en este estudio, ajustar las materias a un formato en línea, supuso reducir la ansiedad o la presión social de las aulas masificadas (Holloway & Foley, 2018), elementos que mejoró la calidad de vida de este colectivo estudiantil. De forma paralela, la flexibilidad de espacios, tiempo y horarios, también fue considerado muy positivo por las estudiantes participantes, ya que les permitió aprender a su propio ritmo (Cotán et al, 2021a;Perera & Moriña, 2019). Así, ofrecer opciones de accesibilidad a los estudiantes con discapacidad, como pueden los intérpretes de lengua de signos, los subtítulos, los lectores de pantallas o insertar cámaras de grabación en las aulas y micrófonos, son elementos que permitiría el acceso al conocimiento (Alsadoon & Turkestani, 2020).…”

“…Entre las principales propuestas de mejora que los estudiantes realizaron para el diseño de actividades en modalidad en línea y semipresencial, destacaron el uso de estrategias didácticas activas y participativas donde el foco del aprendizaje se pusiera en el estudiantado (Cotán et al, 2021a). Estas acciones, fomentan la motivación e implicación de los estudiantes en las materias (Scott et al, 2019).…”