Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty

Abstract

This study analyzed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated, and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes, and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty, and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community, and the implementation of university policies about inclusion.

Keywords:

• Disability
• higher education
• barriers
• facilitators
• recommendations for inclusion

Additional information

Funding

This research was funded by the Ministry of Science and Innovation, State Research Agency and FEDER funds European Union, grant numbers EDU2016-76587-R/ Feder Funds.

Notes on contributors

M. N. Sánchez-Díaz

María Nieves Sánchez Díaz is a PhD. student in Education at the University of Seville (Spain). She is a training staff at the Department of Developmental and Educational Psychology. Her work is supported by a grant from the Spanish government for the training of university teachers (FPU-Grant). Her lines of research focus on Inclusive Pedagogy and Higher Education.

B. Morgado

Beatriz Morgado is a faculty member at the University of Seville (Spain). She works in the Department of Developmental and Educational Psychology. She is a member of the research group Development Processes in Family and School Contexts (SEJ-547). Her research focus is on the study of Family Diversity and Inclusive Pedagogy in Higher Education.