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Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

Author

Listed:
  • Rosa-Eva Valle-Flórez

    (Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain)

  • Ana María de Caso Fuertes

    (Department of Psychology, Sociology and Philosophy, University of León, 24071 León, Spain)

  • Roberto Baelo

    (Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain)

  • Sheila García-Martín

    (Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain)

Abstract

The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.

Suggested Citation

  • Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11667-:d:673668
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    References listed on IDEAS

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    1. Hannah Kuper & Calum Davey & Lena Morgon Banks & Tom Shakespeare, 2020. "Trials and Tribulations of Collecting Evidence on Effectiveness in Disability-Inclusive Development: A Narrative Review," Sustainability, MDPI, vol. 12(18), pages 1-11, September.
    2. Ana María Ortiz Colón & Miriam Agreda Montoro & María Jesús Colmenero Ruiz, 2018. "Toward Inclusive Higher Education in a Global Context," Sustainability, MDPI, vol. 10(8), pages 1-13, July.
    3. Nuria González-Castellano & Eulogio Cordón-Pozo & Silvia Pueyo-Villa & María Jesús Colmenero-Ruiz, 2021. "Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
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    Citations

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    Cited by:

    1. Maria Papadakaki & Anastasia Maraki & Nikolaos Bitsakos & Joannes Chliaoutakis, 2022. "Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    2. José María Fernández-Batanero & Marta Montenegro-Rueda & José Fernández-Cerero, 2022. "Access and Participation of Students with Disabilities: The Challenge for Higher Education," IJERPH, MDPI, vol. 19(19), pages 1-12, September.
    3. Camelia Stăiculescu & Violeta Mihaela Dincă & Andreea Gheba, 2022. "Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    4. María Dolores Pérez-Esteban & Jose Juan Carrión-Martínez & Luis Ortiz Jiménez, 2023. "Systematic Review on New Challenges of University Education Today: Innovation in the Educational Response and Teaching Perspective on Students with Disabilities," Social Sciences, MDPI, vol. 12(4), pages 1-28, April.

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