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‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices
dc.contributor.advisor | ||
dc.creator | Sánchez Díaz, María de las Nieves | es |
dc.creator | Morgado Camacho, Beatriz María | es |
dc.creator | Cabeza Ruiz, Ruth | es |
dc.date.accessioned | 2024-03-22T09:15:07Z | |
dc.date.available | 2024-03-22T09:15:07Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Sánchez Díaz, M.d.l.N., Morgado Camacho, B.M. y Cabeza Ruiz, R. (2024). ‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices. Active Learning in Higher Education, 1-16. https://doi.org/10.1177/14697874241230456. | |
dc.identifier.issn | 1741-2625 | es |
dc.identifier.uri | https://hdl.handle.net/11441/156486 | |
dc.description.abstract | Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations, and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues, and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education. | es |
dc.description.sponsorship | Union Europea | es |
dc.description.sponsorship | Ministerio de Ciencia e Innovación | es |
dc.format | application/pdf | es |
dc.format.extent | 16 p. | es |
dc.language.iso | eng | es |
dc.publisher | SAGE Publications | es |
dc.relation.ispartof | Active Learning in Higher Education, 1-16. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.subject | Inclusive Teaching Practices | es |
dc.subject | Students with Disability | es |
dc.subject | Inclusive Pedagogy | es |
dc.subject | Recommendations | es |
dc.subject | Higher Education | es |
dc.title | ‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación | es |
dc.contributor.affiliation | Universidad de Sevilla. Motricidad Humana y Rendimiento Deportivo | |
dc.relation.projectID | EDU2016-76587-R | es |
dc.relation.publisherversion | https://doi.org/10.1177/14697874241230456 | es |
dc.identifier.doi | 10.1177/14697874241230456 | es |
dc.journaltitle | Active Learning in Higher Education | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 16 | es |
dc.contributor.funder | Agencia Estatal de Investigación. España | es |
dc.contributor.funder | Fondos FEDER | es |
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