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dc.creatorLópez Gavira, María Rosarioes
dc.creatorOrozco Almario, Inmaculada Concepciónes
dc.creatorDoménech, Anaes
dc.date.accessioned2021-08-24T11:23:39Z
dc.date.available2021-08-24T11:23:39Z
dc.date.issued2021
dc.identifier.citationLópez Gavira, M.R., Orozco Almario, I.C. y Doménech, A. (2021). Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain. Plos One, 16 (7)
dc.identifier.issn1932-6203es
dc.identifier.urihttps://hdl.handle.net/11441/125163
dc.description.abstractIntroduction This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. Objective For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. Methods Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. Results and conclusions The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper–which can also be useful for faculty and researchers in other areas of knowledge–comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one’s job properly are even more important aspects.es
dc.formatapplication/pdfes
dc.format.extent16 p.es
dc.language.isoenges
dc.publisherPublic Library Sciencees
dc.relation.ispartofPlos One, 16 (7)
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleIs pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spaines
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Contabilidad y Economía Financieraes
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica y Organización Educativaes
dc.relation.publisherversionhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0254250es
dc.identifier.doi10.1371/journal.pone.0254250es
dc.journaltitlePlos Onees
dc.publication.volumen16es
dc.publication.issue7es

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Except where otherwise noted, this item's license is described as: Attribution-NonCommercial-NoDerivatives 4.0 Internacional