Training Needs of Academics on Inclusive Education and Disability

Abstract

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.

Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education

“…The resistance of faculty, for instance, is also explored by scholars (Anstead, 2016). Even if the framework has triggered interest in the arena of student affairs well beyond accessibility (Houghton & Fovet, 2012), instructors remain overall more cautious (Harrison, 2006;Moriña et al, 2020). Instructors indeed can fear that UDL will increase their workload; they at times mistakenly assume UDL implementation requires technological expertise; they can be affected by misperceptions that lead them to think UDL affects academic standards and integrity (Anstead, 2016).…”

The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education

“…Inclusive education tries to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching becomes more effective as a result of the changes introduced by inclusive education, then all children will benefit (not just children with special needs) (Moriña, Perera, & Carballo, 2020).…”

Training Needs Of Teachers On Inclusive Education

“…Many studies have been conducted and have demonstrated the importance of training programs for teachers in the field of inclusive education, but the impact is not relevant. After participation, the teacher returns to the old methods and with the same attitude (Moriña et al, 2020). There is not much research on creating practice communities for middle school teachers from inclusive classes.…”