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    Citas

    Título
    Faculty of education professors’ perception about the inclusion of university students with disabilities
    Autor
    Valle, Rosa EvaAutoridad BuleriaORCID
    Caso Fuertes, Ana María deAutoridad Buleria
    Baelo Álvarez, RobertoAutoridad BuleriaORCID
    García Martín, SheilaAutoridad BuleriaORCID
    Facultad/Centro
    Facultad de Educacion
    Área de conocimiento
    Psicologia Evolutiva y de la Educacion
    Título de la revista
    International Journal of Environmental Research and Public Health
    Número de la revista
    21
    Editor
    MDPI
    Fecha
    2021-11-06
    Abstract
    The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.
    Materia
    Educación
    Palabras clave
    Disability inclusion
    Inclusive education
    Teacher training
    Peer review
    SI
    URI
    http://hdl.handle.net/10612/13808
    DOI
    10.3390/ijerph182111667
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