dc.creator | Perera Rodríguez, Víctor Hugo | es |
dc.creator | Moriña Díez, Anabel | es |
dc.creator | Sánchez Díaz, María de las Nieves | es |
dc.creator | Spinola-Elias, Yolanda | es |
dc.date.accessioned | 2021-06-15T17:25:02Z | |
dc.date.available | 2021-06-15T17:25:02Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Perera Rodríguez, V.H., Moriña Díez, A., Sánchez Díaz, N. y Spinola-Elias, Y. (2021). Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability, 13, 4755-1-4755-14. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/111821 | |
dc.description | URL: https://www.mdpi.com/2071-1050/13/9/4755 | es |
dc.description.abstract | Currently, the development of new virtual environments as a complementary tool to faceto-
face teaching and the increased presence of students with disabilities at university classrooms are
changing the landscape of university teaching. This article analyses the actions of faculty members
who carry out inclusive practices in the context of technological platforms. The research was based
on the assumptions of the qualitative paradigm, using individual semi-structured interviews with
119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive
learning with technological platforms, the use that faculty members make of these platforms in their
inclusive educational practices, and the influence of these on the learning of students, especially
students with disabilities. The conclusions give a good account of the conditions that determine
the pedagogical use that faculty members make of virtual environments to facilitate the inclusion
of students. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Higher education | es |
dc.subject | Inclusive education | es |
dc.subject | Disability | es |
dc.subject | Technological platforms | es |
dc.subject | Faculty members | es |
dc.title | Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y organización Educativa | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Dibujo | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación | es |
dc.relation.publisherversion | http://dx.doi.org/10.3390/su13094755 | es |
dc.identifier.doi | 10.3390/su13094755 | es |
dc.contributor.group | Universidad de Sevilla.SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares | es |
idus.validador.nota | Sara Oria | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 13 | es |
dc.publication.initialPage | 4755-1 | es |
dc.publication.endPage | 4755-14 | es |