Portrait of an Inclusive Lecturer: Professional and Personal Attributes

Abstract

This paper explores how 119 Spanish lecturers nominated by their students with disabilities as being inclusive define themselves in terms of their professional and personal attributes. It also analyses how these attributes influence student learning and explores the profile of an ideal inclusive lecturer. We conduct- individual interviews. Three major findings emerged from the data: 1) lecturers facilitate the learning of all students; 2) the professional and personal attributes of lecturers influence students’ success at university; and 3) the way lecturers define themselves and their beliefs regarding what an inclusive lecturer should be like are practically identical. This paper concludes that the narratives of these lecturers may perhaps serve to encourage other professionals to understand the importance of these personal and professional characteristics and readjust their practice in collaboration with colleagues. They may also help lecturers realise that inclusive teaching is something which can be learned.