Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Abstract

This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.

Keywords:

• biographical-narrative methodology
• diversity
• higher education
• learning barriers
• learning bridges
• lecturers
• students with disabilities

Notes

1 The five fields of knowledge at the University of Seville are health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities.

2 In contrast to other Spanish and international universities, the University of Seville policy does not define specific learning challenges such as dyslexia as ‘disability’.