What are their thoughts about inclusion? Beliefs of faculty members about inclusive education

Vázquez, Carmen Márquez; Aguilar, Noelia Melero

doi:10.1007/s10734-021-00706-7

Cited by 14 publications

(8 citation statements)

References 31 publications

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“…Increasing the inclusiveness of higher education systems requires the creation of the necessary conditions for the success of students from different social backgrounds. However, universities still need to make profound changes to become inclusive and egalitarian institutions [17]. Indeed, beyond the issue of financial support for disadvantaged groups, actions need to be taken to guarantee that campuses are free from discrimination, develop mechanisms aimed at the early detection of problems, promote flexible study alternatives, and recognise previous experience, among other measures (European Commission, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Roma University Students in Spain: Who Are They?

et al. 2022

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Roma people in Spain face situations of high deprivation, including high unemployment and early school leaving rates. The strategies to address this situation point to education as the means to overcome poverty and social exclusion. Although efforts have been made within compulsory education, scarce attention has been given to their performance once in higher education. Although young Roma people are reaching higher education more often than their parents, once at university they face specific barriers that hinder their opportunities. Using a mixed-methods approach, UNIROMA analyses those difficulties and formulates orientations to overcome them, thereby contributing to increasing the university graduation rates of Roma students. This paper presents the results of the quantitative fieldwork, consisting of an online questionnaire administered from May to July of 2020 to Roma students enrolled in Spanish universities. In the results, three main profiles were identified: traditional students, young students with other commitments (job and/or family responsibilities) and mature students. The results, concordant with research on other minority groups and higher education, provide evidence of the barriers that Roma students face in university due to the intersectionality of multiple factors of discrimination, namely, belonging to an ethnic minority and being more frequently first-generation, low SES and non-traditional students.

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Section: Literature Reviewmentioning

confidence: 99%

Roma University Students in Spain: Who Are They?

et al. 2022

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“…It is important to inform and train staff to develop accessible practices and avoid bias and lack of knowledge [52][53][54][55]. Accessible solutions are good and beneficial solutions for all, not only for people with visual impairments or some marginal groups.…”

Section: Staff Trainingmentioning

confidence: 99%

Does the law matter? An empirical study on the accessibility of Finnish higher education institutions’ web pages

Laamanen

Ladonlahti

Puupponen

et al. 2022

Univ Access Inf Soc

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Information and communication technology (ICT) has made higher education available to many students in a new way. The role of online learning in higher education institutions (HEIs) has grown to an unprecedented scale due to the COVID-19 pandemic. The diversity of higher education students has increased, and accessible solutions are needed. New European and national regulations support these trends. The research reported in this paper was conducted in Finland, which is one of the leading European countries in terms of high technology and digitalisation. The aim of this research is to explore the accessibility of all Finnish HEIs’ (N = 38) landing pages based on Web Content Accessibility Guidelines (WCAG 2.1). The situations before and after recent legislation are compared. Previous studies have shown that HEIs’ landing pages typically have many accessibility errors. Unlike previous studies, this study considered the types of accessibility errors at a detailed level to support HEIs’ development and implementation of accessibility standards. A combination of two automated accessibility testing tools was used, and the performance of individual tools was analysed. The results show that HEIs’ landing pages are not accessible and there are enormous differences between institutions. Two clusters of HEIs were found: one with good accessibility in terms of WCAG 2.1’s four principles (perceivable, operable, understandable, and robust), and one with poor accessibility. On half of the HEIs’ landing pages with poor accessibility, the number of errors increased even given the binding nature of the law. Obviously, there is still work to be done. Implications for practice are also discussed.

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“…En España, el debate sobre diversidad en la universidad hereda la tradición teórica anglosajona desarrollada con el modelo de educación inclusiva y vinculado a la educación especial, la discapacidad y las necesidades educativas especiales en la educación obligatoria (Ainscow et al, 2019). Los discursos nombran a colectivos con necesidades o intereses en un sentido amplio, pero las políticas se vinculan a la discapacidad y el desenvolvimiento de estos estudiantes en la institución universitaria (Morgado et al, 2016;Moriña et al, 2017;Gutiérrez-Rodríguez, 2019;Benet-Gil, 2020;Márquez y Melero-Aguilar, 2021). Siguiendo ese modelo teórico, prima el estudio del acceso (ayudas y acogida) y la permanencia (orientación, apoyo, accesibilidad y participación) como ejes analíticos de las políticas (Benet-Gil, 2020).…”

Section: Fundamentación Teóricaunclassified

“…Para Owen (2009), hacer la universidad inclusiva y equitativa no solo significa valorar las diferencias, sino reconocer desigualdades y apostar por la justicia social, lo cual podría proyectarse en medidas que impulsen el acceso de colectivos infrarrepresentados, como también medidas para la promoción, la participación y el logro profesional y académico. Profundizar en las concepciones es relevante pero, además, es necesario contar con el compromiso y habilidad para proyectarlo en los planes y políticas de la institución (Márquez y Melero-Aguilar, 2021). Precisamente, los y las líderes de las universidades tienen capacidad para crear este discurso y también para convertir los conceptos en la filosofía que atraviese las políticas.…”

Section: Conclusionesunclassified

Retóricas sobre diversidad en la universidad pública española según sus líderes

Jiménez-Millán¹,

Torrico²

2021

conrec

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El artículo tiene como objetivo interpretar los significados del concepto diversidad en la universidad según el discurso de sus líderes, aquellos con capacidad de influencia en el debate y definición de las políticas de diversidad en la institución. Desde una perspectiva cualitativa, se ha realizado un estudio de caso en una universidad pública en España donde se entrevistaron a 31 líderes de distintos estamentos (profesorado, estudiantes y personal de administración) y órganos colegiados. Los resultados describen dos significados diferentes: como individualidad y como colectividad, atravesados ambos por dos orientaciones: enriquecimiento o problema. Se nombran a estudiantes extranjeros, con discapacidad, a mujeres o a personas con escasos recursos socioeconómicos, pero no se refiere profesorado o staff. Estos resultados permiten distinguir tres retóricas sobre el concepto -naturalización, diferencia y desigualdad- con potencial para profundizar en nuevos estudios sobre la orientación y el desarrollo de las políticas de diversidad en distintos contextos.

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What are their thoughts about inclusion? Beliefs of faculty members about inclusive education

Cited by 14 publications

References 31 publications

Roma University Students in Spain: Who Are They?

Roma University Students in Spain: Who Are They?

Does the law matter? An empirical study on the accessibility of Finnish higher education institutions’ web pages

Retóricas sobre diversidad en la universidad pública española según sus líderes

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