The Role of Lecturers and Inclusive Education

Abstract

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field.

Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

“…In class, lecturers play a key role in supporting the learning processes of students with ASD [17]. While the lecturers in this study rated themselves low in knowledge and awareness of ASD, it was clear that collaboration with other students had helped them discover strategies to understand the needs of students with ASD better.…”

“…Accessibility has emerged as the main theme among the barriers often faced by individuals with disabilities in tertiary education, including access to higher education, access to information, physical surroundings, assumptions of 'normality', and low level of disability awareness [16]. Research on positive university experiences among students with ASD reported university support, training for staff, access to learning materials, and mentorship programs as helping students adapt to these settings [14], [17].…”

Docentes universitarios inclusivos: qué les caracteriza y cómo conciben la discapacidad

“…27-43 -31 -resalta la flexibilidad y la actitud comprensiva (Kioko y Makoelle, 2014;Reupert, Hemmings y Connor, 2010). En cuanto a las características profesionales, el alumnado con discapacidad señala que son docentes que se caracterizan por usar diferentes medios, formas y canales para transmitir la información y los contenidos de aprendizaje, por adaptar estos contenidos a las necesidades del alumnado y por estar informados y formados en materia de discapacidad (Dalmau-Montalà et al, 2015;Fuller et al, 2004;Kioko y Makoelle, 2014;Molina, Perera, Melero, Cotán y Moriña, 2016). El profesorado, al igual que los estudiantes con discapacidad, destaca, entre las características profesionales de un docente inclusivo, la buena disposición para proveer las herramientas necesarias para facilitar el aprendizaje a su alumnado, el uso de metodologías diversas y de variedad de canales para transmitir los contenidos de aprendizaje, y haber recibido información y formación sobre las diferentes discapacidades y sobre cómo ayudar a este alumnado (Kioko y Makoelle, 2014;Reupert et al, 2010).…”

“…Igualmente, indican que es importante estar informados acerca de las características de su alumnado (tipo de discapacidad, necesidades y ajustes necesarios). Estos resultados van en la misma línea de lo que plantean Dalmau-Montalà et al (2015), Kioko y Makoelle (2014), Molina et al (2016) y Reupert et al (2010), quienes afirman que tanto la formación docente como la información sobre las distintas discapacidades y necesidades del alumnado son elementos que deben estar presentes en el profesorado inclusivo ideal. Todo ello permite resaltar la necesidad de que las universidades ofrezcan programas de formación específicos para su profesorado, tal y como plantean Hopkins, Round y Barley (2018).…”

Group Form Of Organization Of Independent Work Of Disabled Students

“…Teachers, methodologists, scientists are increasingly interested in the issue of high-quality organization of the education process for children with disabilities. The most effective is the organization of independent training with a differentiated and individualized approach in the training of students with disabilities (Matantseva, 2017;Molina et al, 2016;Morodenko & Gileva 2019;Seregina, 2018). The definition of differentiation in various sources is interpreted differently, in our research we will see it as a training system in which each student masters a certain minimum of general education training.…”