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Introduction This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. Objective For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. Methods Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. Results and conclusions The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper-which can also be useful for faculty and researchers in other areas of knowledge-comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one's job properly are even more important aspects., This work was supported by the Ministry of Economy and Competitiveness of Spain and ERDF funds [grant numbers EDU2016-76587-R]. https://portal.mineco.gob.es/es-es/Paginas/default.aspx NO.

Made available in DSpace on 2021-06-25T10:53:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-02-01 Alder Hey Children's NHS Foundation Trust The aim of this study was to examine aspects of children's health literacy; the information sources they were accessing, their information preferences, their perceived understanding of and their reported information needs in relation to COVID-19. An online survey for children aged 7-12 years of age and parent/caregivers from the UK, Sweden, Brazil, Spain, Canada and Australia was conducted between 6th of April and the 1st of June 2020. The surveys included demographic questions and both closed and open questions focussing on access to and understanding of COVID-19 information. Descriptive statistics and qualitative content analysis procedures were conducted. The findings show that parents are the main source of information for children during the pandemic in most countries (89%, n = 347), except in Sweden where school was the main source of information. However, in many cases parents chose to shield, filter or adapt their child's access to information about COVID-19, especially in relation to the death rates within each country. Despite this, children in this study reported knowing that COVID-19 was deadly and spreads quickly. This paper argues for a community rather than individual approach to addressing children's health literacy needs during a pandemic. Faculty of Health Social Care and Medicine Edge Hill University UQO Departement de Sciences Infirmieres Botucatu Medical School - Unesp - Nursing Department Centre for Education and Research - Nursing and Midwifery Tasmanian Health Service South and University of Tasmania Sant Joan de Deu Research Foundation Department of Nursing Faculty of Medicine Umea University Institute of Health and Care Sciences Centre for Person-Centred Care Sahlgrenska Academy University of Gothenburg Department of Health Sciences Department of Learning The Swedish Red Cross University College Informatics Management and Ethics LIME Karolinska Institutet Keele Medical School Faculty of Medicine and Health Sciences Keele University Botucatu Medical School - Unesp - Nursing Department