dc.creator | López Gavira, María Rosario | es |
dc.creator | Orozco Almario, Inmaculada Concepción | es |
dc.creator | Doménech, Ana | es |
dc.date.accessioned | 2021-08-24T11:23:39Z | |
dc.date.available | 2021-08-24T11:23:39Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | López 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.issn | 1932-6203 | es |
dc.identifier.uri | https://hdl.handle.net/11441/125163 | |
dc.description.abstract | Introduction
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.format | application/pdf | es |
dc.format.extent | 16 p. | es |
dc.language.iso | eng | es |
dc.publisher | Public Library Science | es |
dc.relation.ispartof | Plos One, 16 (7) | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.title | Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain | 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 Contabilidad y Economía Financiera | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0254250 | es |
dc.identifier.doi | 10.1371/journal.pone.0254250 | es |
dc.journaltitle | Plos One | es |
dc.publication.volumen | 16 | es |
dc.publication.issue | 7 | es |