Artículos (Didáctica y Organización Educativa)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/43346

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Academic success factors in university students with disabilities: a systematic review
(Routledge Journals, Taylor & Francis, 2022) Moriña Díez, Anabel; Biagiotti, Gilda; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; FEDER funds European Union; Ministry of Science and Innovation of Spain, State Research Agency Funds
This study provides a systematic review of the literature on what factors university students with disabilities recognise as necessary for their academic success. This systematic review was conducted in ERIC, Scopus and Web of Science. The opinions of 3854 students in a total of 31 qualitative and quantitative studies were analysed through a system of categories and codes. The results were organised according to the description of the studies (type of methodology, country and type of disability) and personal and external factors favouring success. Among the personal factors of students with disabilities who progress and remain at university, selfadvocacy, self-awareness, self-determination, self-esteem and executive functioning stood out. Regarding external factors, the following were identified: family, disability offices, staff and faculty members, and peers that influence their academic success. This paper includes significant findings that universities can use to develop actions that promote the development of some of the factors identified in this study, thus favouring the learning and academic success of students with disabilities
Assistive technology for the inclusion of students with disabilities: a systematic review
(Springer, 2022) Fernández Batanero, José María; Montenegro Rueda, Marta; Fernández Cerero, José; García Martínez, Inmaculada; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; State Plan for the Fomenting of Scientific and Technical Research of Excellence 2013–2016
The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identifed. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found
Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)
(MDPI, 2020-07-29) Cabero Almenara, Julio; Gutiérrez Castillo, Juan Jesús; Palacios Rodríguez, Antonio de Padua; Barroso Osuna, Julio Manuel; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Consejería de Economía y Conocimiento; Universidad de Sevilla. HUM390. Grupo de Investigación Didáctica
We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.
Knowledge and degree of training of Primary Education teachers in relation to ICT taught to disabled students
(Wiley, 2019) Fernández Batanero, José María; López Meneses, Eloy; Cabero Almenara, Julio; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities.
Spanish Faculty Members Speak out: Barriers and Aids for Students with Disabilities at University
(Taylor and Francis Online, 2021) Moriña Díez, Anabel; Orozco Almario, Inmaculada Concepción; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
Through the voice of faculty members, this article analyses the barriers and aids that students with disabilities encounter at university. As part of the study, we conducted interviews with 119 faculty members from 10 Spanish universities. We then analysed the data using an inductive system of categories and codes. The results are presented in relation to two topics: barriers and aids to learning and participation. Some of the barriers identified included physical obstacles, faculty, peers, and a lack of resources and information; and some of the sources of aid and support were disability offices, peers, human and external resources, faculty and the university itself. The study shows how each faculty member’s unique experience determines their view regarding potential barriers and aids for university students with disabilities. Indeed, throughout the article, it becomes clear that what are perceived by some as barriers are regarded by others as supports.
Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods
(John Wiley & Sons Ltd on behalf of British Educational Research Association, 2022) Cabero Almenara, Julio; Guillén Gámez, Francisco D; Ruiz Palmero, Julio; Palacios Rodríguez, Antonio de Padua; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice
When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education
(RoutledgeTaylor and Francis Online, 2024) Moriña Díez, Anabel; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a total of 1431 students with hidden disabilities. Following data analysis, based on a system of categories and codes, the results help answer five questions: What are the characteristics of the studies conducted in terms of country, participants and methodology? Why do students with invisible disabilities choose not to disclose their disability? How does non-disclosure of disability affect students’ retention and success in higher education? What barriers do students with invisible disabilities encounter in higher education? How are students with invisible disabilities supported in their academic success? The conclusions warn about the risk of not making disability visible and forgoing the accommodations that are necessary for the progression and completion of studies in institutions that still have a long way to go before becoming truly inclusive.

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