Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities
Bibliographic Data
| ID | 15500809 |
|---|---|
| Authors | Rosa Eva Valle (0000-0002-8973-7994, Universidad de León), Ana María de Caso Fuertes (0000-0001-8066-2546, Universidad de León), Roberto Baelo Álvarez (0000-0003-1003-6739, Universidad de León, corresponding author), Sheila García‐Martín (0000-0003-1298-8549, Universidad de León) |
| Year | 2021 |
| Volume | 18 |
| Issue | 21 |
| Pages | 11667-11667 |
| Publication date | 2021-11-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph182111667 |
| PMID | 34770181 |
| OpenAlex | W3214268639 |
| Language | EN |
| Citations received | 9 |
| References cited | 7 |
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
Accommodation · Inclusion (mineral · Mathematics education · Medical education · Pedagogy · Perception · Scale (ratio · Special education · Work (physics · Disability Education and Employment · Engineering · Inclusion and Disability in Education and Sport · Inclusive Education and Diversity · Medicine · Psychology · Social Psychology
Unravelling perceptions of teacher effectiveness for students with disabilities in higher education
Tracing the path to inclusion
A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions
Faculty’s attitudes towards inclusive education for university students with special educational needs (SENs) in Singapore
Diversity in the United Kingdom
Systematic Review on New Challenges of University Education Today
Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities
Interaction effects of university student inclusion factors
Inclusive Culture in Compulsory Education Centers
The Essential Guide to Effect Sizes
Planning and implementing actions for students with disabilities
Inclusion, universal design and universal design for learning in higher education
On the necessary co-existence of special and inclusive education
Navigating the complexity of disability support in tertiary education
Inclusive education at a Spanish University
Bringing everyone on the same journey
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |