Inclusive learning strategies at university: The perspective of Spanish faculty members from different knowledge areas

Abstract

This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses. A qualitative study was carried out and interviews were held with 119 Spanish faculty members from Arts and Humanities, STEM, Health Sciences, Social and Legal Sciences and Education Sciences. The results are presented by knowledge area, followed by an analysis of the differences and similarities between them. The findings reveal that, despite belonging to different disciplines, inclusive faculty members use similar methodological strategies that welcome all students and do not differentiate in their practice between students with and without disabilities. The findings also indicate that faculty use a variety of methodological strategies, with active and participatory ones being considered most effective. This study shows that the methodological strategies that are effective for students in general are also effective for those with disabilities.