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.
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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.