‘With arms wide open’. Inclusive pedagogy in higher education in Spain

Abstract

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university.

Points of interest

• This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions.

• The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach.

• In general, inclusive faculty members’ knowledge of disability and attention to diversity issues is scarce.

• The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students.

• Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities.

Keywords:

• Inclusive pedagogy
• higher education
• disability
• faculty members
• qualitative method

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.