Learning from experience: training for faculty members on disability

ABSTRACT

Through the opinions expressed by 20 Spanish faculty members, this article describes the key elements of a blended learning training programme on disability. Qualitative evaluation was carried out using semi-structured group interviews and open-ended written questionnaires. Satisfaction with the training programme was analysed and its strengths (such as the suitability of blended learning and the inclusion of face-to-face sessions in which students with disabilities talked about their experiences) and weaknesses (such as the need for more training hours and more face-to-face sessions) were identified. As outlined in the conclusions, both the strengths and the weaknesses detected taught us valuable lessons, prompting us to think about possible actions that could be taken to ensure more effective faculty training.

KEYWORDS:

• Faculty members
• in-service training programme
• blended learning
• disability

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Anabel Moriña is professor in inclusive education and PhD in education at the University of Seville. Her lines of research focus on inclusive education, social exclusion, disability, higher education, in-service teacher/faculty training, and qualitative methodology.

ORCID

Anabel Moriña http://orcid.org/0000-0002-0852-7523

Additional information

Funding

This work was supported by the Ministry of Economy and Competitiveness of Spain [grant number EDU2013-46303-R].