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Beatriz Morgado & María Nieves Sánchez-Díaz. (2023) Teaching for all: profile of faculty members who facilitate the success and inclusion of students with disability. European Journal of Special Needs Education 0:0, pages 1-16.
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Carmen Márquez & Noelia Melero Aguilar. (2023) Advancing towards inclusion: recommendations from faculty members of Spanish universities. International Journal of Inclusive Education 27:4, pages 556-570.
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Jorge Luis Méndez, Juan Llanes & Alejandra Montané. (2023) Are students with disabilities truly present in universities? An international analysis from a participatory approach. International Journal of Inclusive Education 0:0, pages 1-15.
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Suzanne Macqueen, Erica Southgate & Jill Scevak. (2023) Supporting students from equity groups: experiences of staff and considerations for institutions. Studies in Higher Education 48:2, pages 356-367.
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Hsin Yi Wang. (2023) Attitudes Towards Inclusive Education among Instructors at Universities in Taiwan. International Journal of Disability, Development and Education 70:1, pages 90-105.
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María Nieves Sánchez Díaz & Beatriz Morgado. (2023) ‘With arms wide open’. Inclusive pedagogy in higher education in Spain. Disability & Society 0:0, pages 1-21.
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Rafael Carballo, Víctor M. Molina, María-Dolores Cortes-Vega & Ruth Cabeza-Ruiz. (2023) Students with disabilities at university: benefits and challenges from the best faculty members’ experiences. European Journal of Special Needs Education 38:1, pages 110-125.
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Rafael Carballo, Arecia Aguirre & Rosario Lopez-Gavira. (2022) Social and Juridical Sciences faculty members’ experiences in Spain: what to do to develop an inclusive pedagogy. Disability & Society 37:9, pages 1501-1522.
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Nuria González Castellano, Eulogio Cordón Pozo & María-Jesús Colmenero Ruiz. (2022) University professors and the inclusion of students with special educational needs in higher education: proposal and validation of a measurement scale. International Journal of Inclusive Education 0:0, pages 1-23.
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Klavdija Zorec, Deirdre Desmond, Trevor Boland, Aoife McNicholl, Anne O’Connor, Gillian Stafford & Pamela Gallagher. (2022) A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland. Disability & Society 0:0, pages 1-26.
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M. N. Sánchez-Díaz & B. Morgado. (2022) Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty. The Journal of Continuing Higher Education 70:3, pages 175-191.
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Carmit-Noa Shpigelman, Sagit Mor, Dalia Sachs & Naomi Schreuer. (2022) Supporting the development of students with disabilities in higher education: access, stigma, identity, and power. Studies in Higher Education 47:9, pages 1776-1791.
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Anabel Moriña & Inmaculada Orozco. (2022) Portrait of an inclusive lecturer: professional and personal attributes. Innovation: The European Journal of Social Science Research 0:0, pages 1-17.
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Anabel Moriña. (2022) Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching. Teaching in Higher Education 27:3, pages 371-386.
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Johannes Schuster & Nina Kolleck. (2021) Between capacity development and contestation: a systematic review of the involvement of inter- and non-governmental actors in inclusive education. International Journal of Inclusive Education 0:0, pages 1-24.
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M. Tamara Polo Sánchez, Helena Chacón-López, María Jesús Caurcel Cara & Bárbara Valenzuela Zambrano. (2021) Attitudes towards Persons with Disabilities by Educational Science Students: Importance of Contact, Its Frequency and the Type of Disability. International Journal of Disability, Development and Education 68:5, pages 617-626.
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Arecia Aguirre, Rafael Carballo & Rosario Lopez-Gavira. (2021) Improving the academic experience of students with disabilities in higher education: faculty members of Social Sciences and Law speak out. Innovation: The European Journal of Social Science Research 34:3, pages 305-320.
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Rosario Lopez-Gavira, Anabel Moriña & Beatriz Morgado. (2021) Challenges to inclusive education at the university: the perspective of students and disability support service staff. Innovation: The European Journal of Social Science Research 34:3, pages 292-304.
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Rafael Carballo, Beatriz Morgado & M. Dolores Cortés-Vega. (2021) Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education 25:7, pages 843-859.
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M. Sandoval, B. Morgado & A. Doménech. (2021) University students with disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments. Disability & Society 36:5, pages 730-749.
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Lois Odame, Maxwell Peprah Opoku, William Nketsia & Betty Nanor. (2021) University Experiences of Graduates with Visual Impairments in Ghana. International Journal of Disability, Development and Education 68:3, pages 332-346.
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Anabel Moriña & Inmaculada Orozco. (2021) Spanish faculty members speak out: Barriers and aids for students with disabilities at university. Disability & Society 36:2, pages 159-178.
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Jane Tobbell, Rob Burton, Andrea Gaynor, Berenice Golding, Kath Greenhough, Christine Rhodes & Stephen White. (2021) Inclusion in higher education: an exploration of the subjective experiences of students. Journal of Further and Higher Education 45:2, pages 284-295.
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Anabel Moriña, Marta Sandoval & Fuensanta Carnerero. (2020) Higher education inclusivity: when the disability enriches the university. Higher Education Research & Development 39:6, pages 1202-1216.
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Elke Emmers, Dieter Baeyens & Katja Petry. (2020) Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education 35:2, pages 139-153.
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Anabel Moriña. (2019) Learning from experience: training for faculty members on disability. Perspectives: Policy and Practice in Higher Education 23:2-3, pages 86-92.
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