"With arms wide opened”. Inclusive Pedagogy in Higher Education from the faculty perspective

Abstract

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching meth- odologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in devel- oping an inclusive pedagogy at the university.