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Training Needs of Academics on Inclusive Education and Disability

Author

Listed:
  • Anabel Moriña
  • Víctor H. Perera
  • Rafael Carballo

Abstract

The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

Suggested Citation

  • Anabel Moriña & Víctor H. Perera & Rafael Carballo, 2020. "Training Needs of Academics on Inclusive Education and Disability," SAGE Open, , vol. 10(3), pages 21582440209, September.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020962758
    DOI: 10.1177/2158244020962758
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    Cited by:

    1. 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.
    2. Ricardo Mendoza-González & Sergio Luján-Mora & Salvador Otón-Tortosa & Mary Sánchez-Gordón & Mario Alberto Rodríguez-Díaz & Ricardo Emmanuel Reyes-Acosta, 2022. "Guidelines to Establish an Office of Student Accessibility Services in Higher Education Institutions," Sustainability, MDPI, vol. 14(5), pages 1-22, February.

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