Transforming faculty conceptions of disability and inclusive education through a training programme

ABSTRACT

It is increasingly necessary to have a well-trained faculty to adequately respond to the needs of the diverse student body in the university classrooms. This study analyses the evolution of faculty conceptions of disability after participating in a training programme on inclusive education and disability. Qualitative methodology was used to evaluate the programme, with semi-structured group and individual interviews, open questionnaires and observation. Data analysis was performed using a category system created inductively. The results show the impact of the training on participants’ knowledge about disability, supports and barriers encountered by the students, the existing resources in the university, and educational approaches such as inclusive education and Universal Design for Learning. Finally, in the conclusions, we discuss the results in relation to other previous studies, showing the importance and benefits of training in inclusive education for faculty members and how it improves their conceptions and knowledge of disability.

KEYWORDS:

• Inclusive education
• faculty training programme
• training evaluation
• conceptions of disability
• qualitative methodology

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 A classmate of the student with a disability that the Support Service for Students with Disabilities assigns to provide support during the academic year.

Additional information

Funding

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

Notes on contributors

Rafael Carballo

Rafael Carballo is PhD on education and degree in pedagogy. He works as professor at Faculty of Education of International University of La Rioja, Spain. His research lines focus on inclusive education in higher education, students with disabilities, faculty members training, Universal Design for Learning and qualitative research.

Beatriz Morgado

Beatriz Morgado is PhD on Psychology and professor in the Department of Developmental and Educational Psychology at the University of Seville, Spain. Research topics: family diversity and child development and inclusive education in higher education.

M. Dolores Cortés-Vega

M. Dolores Cortés-Vega is PhD on Physiotherapy and works as professor in the Physiotherapy Department at Faculty of Nursing, Physiotherapy and Podiatry of University of Seville, Spain. Research topics: Rehabilitation and Exercise Therapy and Inclusive Education in Higher Education.