Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences

Vidal, Ana Doménech; Orozco, Inmaculada; López-Gavira, Rosario

doi:10.1016/j.ijer.2022.102116

Cited by 3 publications

(4 citation statements)

References 43 publications

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“…As has been shown in other studies about university students with disabilities, the beliefs and knowledge of faculty members play a fundamental role in the success of these students, since they will largely determine the educational practices they will employ in the classroom and their interest in carrying out more inclusive teaching [20]. In line with other studies that allowed students and faculty to give voice to their thoughts, in view of the results shown in this article, we can recommend universities to develop policies and programmes for the initial and continuous training of faculty members in inclusive education and disability [16]. Such training promotes the change in attitudes and improves the perception and sensitivity toward people with disabilities.…”

Section: Discussionsupporting

confidence: 72%

“…Furthermore, the experience of having students with disabilities in the classroom for the first time poses a difficult and revealing situation for the faculty, as they become aware that they are not ready to adequately attend to their needs and that they require specific training to that end [11,16]. This is another main conclusion of this study in this sense, since the experiences of having students with disabilities pose a motivation for faculty members to become more interested in learning about inclusive teaching and ensuring an adequate academic experience for these students [20].…”

Section: Discussionmentioning

confidence: 99%

“…One of the aspects that mark the difference with respect to the beliefs and attitudes toward disability is the idea that faculty members have about it [16]. Studies such as that by Lister et al [17] show that the way of conceptualising and understanding the term "disability" among faculty members influences the educational actions they carry out.…”

Section: Literature Reviewmentioning

confidence: 99%

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Inclusive Pedagogy at University: Faculty Members’ Motivations

Carballo,

Cotán

2024

Sustainability

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The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems.

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Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Inclusive Pedagogy at University: Faculty Members’ Motivations

Carballo,

Cotán

2024

Sustainability

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“…An environment is a place where living creatures live that has been created by God in one era to fulfill the survival of their creatures, including in the country itself, which has a very wide and rich living environment. However, behind the vastness of the living environment, there is behavior that lacks concern for the living environment, which causes its condition to become increasingly worrying (Doménech et al, 2023;Jacobs & Perez, 2023;Radhouane et al, 2022). There are indeed large quantities of resources in the environment around us, but we feel a scarcity of natural resources due to excessive use and even damage to them (Lee, 2023;Ryhtä et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Application of Differentiated Pedagogy to Increase Students Ecoliteracy in Social Studies Learning

Fadlurrahman,

Supriatna,

Ratmaningsih

2024

IJSSR

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This research aims to increase students' ecoliteracy in social studies learning. So far, not many teachers have implemented environmental-based learning in social studies learning in the classroom. The development of ecoliteracy is in accordance with the mandate of the UU NO 32 of 2009 and Environmental Management. Indicators of ecoliteracy abilities in this research include aspects of knowledge, attitudes and skills. The research location was carried out at SMP Negeri 5 Cimahi (Public Junior High school) which has environmental cleanliness problems. The research method used in this research is classroom action research using the Lewin model design interpreted by Kemmis. In its implementation, which coincides with the implementation of P5, there are 3 (three) cycles with a total of 12 actions, each of the three cycles has a different discussion concentration. The first cycle concentrates on the knowledge aspect with 5 actions, the second cycle concentrates on the attitude aspect with 4 actions, and the third cycle focuses on the skills aspect with 3 actions. As a result of this research, researchers obtained data on increasing aspects of attitudes towards the environment, getting an increase in scores from 1722.5 to 1820.0. Meanwhile, the score for the skills aspect has increased, it can be explained that research by developing ecoliteracy intelligence in social studies learning with a differentiated ecoliteracy approach has shown an increase in students' knowledge, attitudes and ecoliteracy intelligence skills. This shows that differentiated ecoliteracy learning can be a solution in solving problems in the classroom related to environmental problems.

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Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes

Shaw

2023

Teaching in Higher Education

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Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences

Cited by 3 publications

References 43 publications

Inclusive Pedagogy at University: Faculty Members’ Motivations

Inclusive Pedagogy at University: Faculty Members’ Motivations

Application of Differentiated Pedagogy to Increase Students Ecoliteracy in Social Studies Learning

Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes

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