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Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Author

Listed:
  • Almudena Cotán

    (Didactics Department, Area of School Organization, Universidad de Cádiz, 11003 Cadiz, Spain)

  • Arecia Aguirre

    (Department of Pedagogy and Didactics of Social Sciences, Language and Literature, University of Jaume I, 12071 Castello de la Plana, Spain)

  • Beatriz Morgado

    (Developmental and Educational Psychology, University of Seville, 41018 Sevilla, Spain)

  • Noelia Melero

    (Department of Theory and History of Education and Social Pedagogy, University of Seville, 41013 Sevilla, Spain)

Abstract

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

Suggested Citation

  • Almudena Cotán & Arecia Aguirre & Beatriz Morgado & Noelia Melero, 2021. "Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3031-:d:514286
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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.
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