Artículo
Inclusive curricula in Spanish higher education? Students with disabilities speak out
Autor/es | Moriña Díez, Anabel
Melero Aguilar, Noelia Cortés Vega, María Dolores |
Departamento | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa |
Fecha de publicación | 2015 |
Fecha de depósito | 2021-06-07 |
Publicado en |
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Resumen | This paper studies barriers and support affecting access, experience and
performance as identified by students with disabilities at the University of
Seville. Biographical-narrative research methodology is employed and ... This paper studies barriers and support affecting access, experience and performance as identified by students with disabilities at the University of Seville. Biographical-narrative research methodology is employed and the study is limited to an analysis of the design and development of subjects across the curriculum. Findings, which give voice to the students themselves, are organized in four topic areas: subject structure, methodology, tutorials, and assessment. The paper concludes with a review and discussion of key findings as well as suggestions for improvement and policy-making. |
Cita | Moriña Díez, A., Melero Aguilar, N. y Cortés Vega, M.D. (2015). Inclusive curricula in Spanish higher education? Students with disabilities speak out. Cultura y Educación, 27 (3), 669-694. |
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