1. Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain
- Author
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Inmaculada Orozco, Ana Doménech, Rosario López-Gavira, Didáctica, Universidad de Sevilla. Departamento de Contabilidad y Economía Financiera, and Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
- Subjects
Male ,Social Sciences ,Medical Conditions ,Learning and Memory ,Sociology ,Psychological Attitudes ,Pedagogy ,Medicine and Health Sciences ,ComputingMilieux_COMPUTERSANDEDUCATION ,Psychology ,Multidisciplinary ,Social communication ,Schools ,Learning Disabilities ,Social Communication ,Middle Aged ,Faculty ,Work (electrical) ,Learning disability ,Medicine ,Christian ministry ,Female ,medicine.symptom ,Human learning ,Research Article ,Adult ,Universities ,Disabilities ,Cognitive Neuroscience ,Science ,education ,Training (civil) ,Education ,Human Learning ,medicine ,Learning ,Humans ,Disabled Persons ,Students ,Cognitive Psychology ,Biology and Life Sciences ,Communications ,Spain ,Cognitive Science ,Law and Legal Sciences ,Neuroscience - Abstract
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.
- Published
- 2021