Social and Juridical Sciences faculty members’ experiences in Spain: what to do to develop an inclusive pedagogy

Abstract

This paper presents a study which aims to know what faculty members who develop inclusive pedagogy do to foster the inclusion of students with disability. Using a qualitative methodology, individual semi-structured interviews were conducted with 25 faculty members, who were recommended by their students with disabilities. The data were analyzed inductively through a categories and codes system. The results show the participants’ experiences working with disabilities and the active and participatory methodological strategies used by the interviewees to ensure the participation of all the students, as well as some key elements to foster inclusion. Lastly, the participants offer some recommendations for other faculty members to move toward inclusion in the university. The conclusion section discusses the results of this work with those of previous studies, and offers some suggestions for further work in the scope of inclusive pedagogy and Higher Education.

Points of interest

• Faculty members need training and information on inclusive education to meet the needs of students with disabilities.

• Faculty members who develop inclusive pedagogy do not distinguish between students with and without disabilities, and treat all students in the same way.

• Active and participatory teaching methods are the most effective and beneficial for all students.

• Inclusive Faculty members recommend that other teachers become informed about disability, develop a good and close relationship with their students and value their abilities, not their limitations.

Keywords:

• Higher Education
• inclusive education
• faculty members
• diversity
• students with disabilities

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Ministry of Economy and Competitiveness of Spain, the Spanish State Research Agency and FEDER funds European Union [grant numbers EDU2016-76587-R/Feder Funds].

Funding

This work was supported by the Ministry of Economy and Competitiveness of Spain, the Spanish State Research Agency and FEDER funds European Union [grant numbers EDU2016-76587-R/Feder Funds].