Social and Juridical Sciences faculty members’ experiences in Spain: what to do to develop an inclusive pedagogy

References

• Abdella, A. S. 2018. “Instructors’ Willingness to Provide Instructional Accommodations for Students with Disabilities in Selected Universities of Ethiopia.” International Journal of Inclusive Education 22 (6): 671–682. doi:10.1080/13603116.2017.1396501.
   Web of Science ®Google Scholar
• Bain, K. 2004. What the Best College Teachers Do. London: Harvard University Press.
   Google Scholar
• Baker, K. Q., K. Boland, and C. M. Nowik. 2012. “A Campus Survey of Faculty and Student Perceptions of Persons with Disabilities.” Journal of Postsecondary Education and Disability 25 (4): 309–329. https://eric.ed.gov/?id=EJ1002143
   Google Scholar
• Barrington, E. 2004. “Teaching to Student Diversity in Higher Education: How Multiple Intelligence Theory Can Help.” Teaching in Higher Education 9 (4): 421–434. doi:10.1080/1356251042000252363.
   Web of Science ®Google Scholar
• Beynon, J., and P. Dossa. 2003. “Mapping Inclusive and Equitable Pedagogy: Narratives of University Educators.” Teaching Education 14 (3): 249–264. doi:10.1080/1047621032000135168.
   Google Scholar
• Biggeri, M., D. Di Masi, and R. Bellacicco. 2020. “Disability and Higher Education: Assessing Students’ Capabilities in Two Italian Universities Using Structured Focus Group Discussions.” Studies in Higher Education 45 (4): 909–924. doi:10.1080/03075079.2019.1654448.
   Web of Science ®Google Scholar
• Black, R. D., L. A. Weinberg, and M. G. Brodwin. 2014. “Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education.” Exceptionality Education International 24 (1): 48–64. https://ir.lib.uwo.ca/eei/vol24/iss1/5/. doi:10.5206/eei.v24i1.7710.
   Google Scholar
• Black-Hawkins, K., and L. Florian. 2012. “Classroom Teachers’ Craft Knowledge of Their Inclusive Practice.” Teachers and Teaching 18 (5): 567–584. doi:10.1080/13540602.2012.709732.
   Web of Science ®Google Scholar
• Blasco, M. 2015. “Making the tacit explicit: rethinking culturally inclusive pedagogy in international student academic adaptation.” Pedagogy, Culture & Society 23 (1): 85–106. doi:10.1080/14681366.2014.922120
   Google Scholar
• Burgstahler, S., and R. Cory. 2008. Universal Design in Higher Education: From Principles to Practice. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Caneiro, P, et al. 2017. Cuestiones jurídico administrativas en torno a la inclusión del alumnado universitario con discapacidad y necesidades educativas especiales. [Legal and Administrative Issues Surrounding the Inclusion of University Students with Disabilities and Special Educational Needs]. A Coruña: A Coruña University.
   Google Scholar
• Carballo, R. 2016. La formación del profesorado universitario: Una perspectiva a través de la oferta formativa y los responsables de la formación [Faculty Members Training: A Perspective through Training Offerings and Training Organisers]. Deutschland: EAE.
   Google Scholar
• CAST. 2018. “Universal Design for Learning Guidelines (Version 2.2).” Wakefield, MA. http://udlguidelines.cast.org/more/downloads
   Google Scholar
• Collins, A., F. Azmat, and R. Rentschler. 2019. “Bringing Everyone on the Same Journey: Revisiting Inclusion in Higher Education.” Studies in Higher Education 44 (8): 1475–1487. doi:10.1080/03075079.2018.1450852.
   Web of Science ®Google Scholar
• European Commission. 2010. European Disability Strategy 2010-2020: A Renewed Commitment to a Barrier-Free Europe. Brussels: European Commission.
   Google Scholar
• Eurydice. 2011. La modernización de la educación superior en Europa. [The Modernisation of Higher Education in Europe]. Bruselas: EACEA.
   Google Scholar
• Florian, L. 2010. “Special Education in the Era of Inclusion: The End of Special Education or a New Beginning?” The Psychology of Education Review 34 (2): 22–29. https://abdn.pure.elsevier.com/en/publications/special-education-in-an-era-of-inclusion-the-end-of-special-educa
   Google Scholar
• Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. doi:10.1080/08856257.2014.933551.
   Web of Science ®Google Scholar
• Florian, L., and K. Black-Hawkins. 2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828. doi:10.1080/01411926.2010.501096.
   Web of Science ®Google Scholar
• Frank, H., M. McLinden, and G. Douglas. 2020. “Accessing the Curriculum, University Based Learning Experiences of Visually Impaired Physiotherapy Students.” Nurse Education in Practice 42: 102620–102628. doi:10.1016/j.nepr.2019.102620.
   PubMed Web of Science ®Google Scholar
• Gale, T. 2010. “Towards Socially Inclusive Teaching and Learning in Higher Education.” Australia: University of South Australia. http://dro.deakin.edu.au/view/DU:30040781
   Google Scholar
• Gale, T., and C. Mills. 2013. “Creating Spaces in Higher Education for Marginalised Australians: Principles for Socially Inclusive Pedagogies.” Enhancing Learning in the Social Sciences 5 (2): 7–19. doi:10.11120/elss.2013.00008.
   Google Scholar
• Gale, T., C. Mills, and R. Cross. 2017. “Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work.” Journal of Teacher Education 68 (3): 345–356. doi:10.1177/0022487116685754.
   Web of Science ®Google Scholar
• Gelbar, N. W., J. W. Madaus, A. Lombardi, M. Faggella-Luby, and L. Dukes. 2015. “College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature.” Physical Disabilities: Education and Related Services 34 (2): 14–31. doi:10.14434/pders.v34i2.19224.
   PubMedGoogle Scholar
• Gibson, S., D. Baskerville, A. Berry, A. Black, K. Norris, and S. Symeonidou. 2016. “Diversity’ Widening Participation’ and ‘Inclusion’ in Higher Education: An International Study.” Widening Participation and Lifelong Learning 18 (3): 7–33. doi:10.5456/WPLL.18.3.7.
   Google Scholar
• Griful-Freixenet, J., K. Struyven, M. Verstichele, and C. Andries. 2017. “Higher Education Students with Disabilities Speaking out: Perceived Barriers and Opportunities of the Universal Design for Learning Framework.” Disability & Society 32 (10): 1627–1649. doi:10.1080/09687599.2017.1365695.
   Web of Science ®Google Scholar
• Hanafin, J., M. Shevlin, M. Kenny, and E. M. Neela. 2007. “Including Young People with Disabilities: Assessment Challenges in Higher Education.” Higher Education 54 (3): 435–448. doi:10.1007/s10734-006-9005-9.
   Web of Science ®Google Scholar
• Hitch, D., S. Macfarlane, and C. Nihill. 2015. “Inclusive Pedagogy in Australian Universities: A Review of Current Policies and Professional Development Activities.” The International Journal of the First Year in Higher Education 6 (1): 135–145. doi:10.5204/intjfyhe.v6i1.254.
   Web of Science ®Google Scholar
• Juma, S., E. Lehtomäki, and A. Naukkarinen. 2017. “Scaffolding Teachers to Foster Inclusive Pedagogy and Presence through Collaborative Action Research.” Educational Action Research 25 (5): 720–736. doi:10.1080/09650792.2016.1266957.
   Web of Science ®Google Scholar
• Kendall, L. 2017. “Supporting Students with Disabilities within a UK University: Lecturer Perspectives.” Innovations in Education and Teaching International 55 (6): 1–703. doi:10.1080/14703297.2017.1299630.
   Web of Science ®Google Scholar
• Kilpatrick, S., S. Johns, R. Barnes, S. Fischer, D. McLennan, and K. Magnussen. 2017. “Exploring the Retention and Success of Students with Disability in Australian Higher Education.” International Journal of Inclusive Education 21 (7): 747–762. doi:10.1080/13603116.2016.1251980.
   Web of Science ®Google Scholar
• Ley Orgánica 2/2006, 3 de mayo, de Educación (LOE). 2006. Boletín Oficial del Estado, núm. 106, de 4 de mayo de 2006, pp 17158-17207 [Organic Law 2/2006, 3 May, on Education (LOE). Official State Gazette, No. 106, 4 May 2006, pp 17158-17207]. https://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf
   Google Scholar
• Lombardi, A., and C. Murray. 2011. “Measuring University Faculty Attitudes toward Disability: Willingness to Accommodate and Adopt Universal Design Principles.” Journal of Vocational Rehabilitation 34 (1): 43–56. doi:10.3233/JVR-2010-0533.
   Google Scholar
• Love, T. S., N. Kreiser, E. Camargo, M. E. Grubbs, E. J. Kim, P. L. Burge, S. M. Culver, et al. 2014. “STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution.” Journal of Education and Training Studies 3 (1): 27–38. doi:10.11114/jets.v3i1.573.
   Google Scholar
• Madriaga, M., K. Hanson, C. Heaton, H. Kay, S. Newitt, and A. Walker. 2010. “Confronting Similar Challenges? Disabled and Non-Disabled Students’ Learning and Assessment Experiences.” Studies in Higher Education 35 (6): 647–659. doi:10.1080/03075070903222633.
   Web of Science ®Google Scholar
• Martins, M. H., M. L. Borges, T. Gonçalves. 2018. “Attitudes towards Inclusion in Higher Education in a Portuguese University.” International Journal of Inclusive Education 22 (5): 527–542. doi:10.1080/13603116.2017.1377299.
   Web of Science ®Google Scholar
• Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Moriarty, M. A. 2007. “Inclusive Pedagogy: Teaching Methodologies to Reach Diverse Learners in Science Instruction.” Equity & Excellence in Education 40 (3): 252–265. doi:10.1080/10665680701434353.
   Google Scholar
• Moriña, A. 2017. “Different Theoretical Perspectives on Inclusive Education in Higher Education: Challenges and Opportunities.” European Journal of Special Needs Education 32 (1): 3–17. doi:10.1080/08856257.2016.1254964.
   Web of Science ®Google Scholar
• Moriña, A., and R. Carballo. 2017. “The Impact of a Faculty Training Program on Inclusive Education and Disability.” Evaluation and Program Planning 65: 77–83. doi:10.1016/j.evalprogplan.2017.06.004.
   PubMed Web of Science ®Google Scholar
• Moriña, A., R. G. López, and V. M. Molina. 2014. “Students with Disabilities in Higher Education: A Biographical-Narrative Approach to the Role of Lecturers.” Higher Education Research & Development 34: 147–159. doi:10.1080/07294360.2014.934329.
   Web of Science ®Google Scholar
• Moriña, A. M. M. D. Cortés-Vega, and V. M. Molina. 2015. “What If We Could Imagine the Ideal Professor? Proposals for Improvement by University Students with Disabilities.” Teaching and Teacher Education 52: 91–98. doi:10.1016/j.tate.2015.09.008.
   Web of Science ®Google Scholar
• Murray, C., A. Lombardi, J. R. Seely, and H. Gerdes. 2014. “Effects of an Intensive Disability- Focused Training Experience on University Faculty Self-Efficacy.” Journal of Postsecondary Education and Disability 27 (2): 179–193. https://eric.ed.gov/?id=EJ1040537
   Google Scholar
• Norris, M., J. Hammond, A. Williams, and S. Walker. 2019. “Students with Specific Learning Disabilities Experiences of Pre-Registration Physiotherapy Education: A Qualitative Study.” BMC Medical Education 20 (1): 2. doi:10.1186/s12909-019-1913-3.
   PubMed Web of Science ®Google Scholar
• O’Byrne, C., C. Jagoe, and M. Lawler. 2019. “Experiences of Dyslexia and the Transition to University: A Case Study of Five Students at Different Stages of Study.” Higher Education Research and Development 38: 1031–1045. doi:10.1080/07294360.2019.1602595.
   Web of Science ®Google Scholar
• Patrick, S., and R. D. Wessel. 2013. “Faculty Mentorship and Transition Experiences of Students with Disabilities.” Journal of Postsecondary Education and Disability 26 (2): 105–118. https://eric.ed.gov/?id=EJ1026835
   Google Scholar
• Phillips, A., K. Terras, L. Swinney, and C. Schneweis. 2012. “Online Disability Accommodations: Faculty Experiences at One Public University.” Journal of Postsecondary Education and Disability 25 (4): 331–344. https://eric.ed.gov/?id=EJ1002144
   Google Scholar
• Redpath, J., P. Kearney, P. Nicholl, M. Mulvenna, J. Wallace, and S. Martin. 2013. “A Qualitative Study of the Lived Experiences of Disabled Post-Transition Students in Higher Education Institutions in Northern Ireland.” Studies in Higher Education 38 (9): 1334–1350. doi:10.1080/03075079.2011.622746.
   Web of Science ®Google Scholar
• Reed, M. J., D. J. Kennett, and M. Emond. 2015. “The Influence of Reasons for Attending University on University Experience: A Comparison between Students with and without Disabilities.” Active Learning in Higher Education 16 (3): 225–236. doi:10.1177/1469787415589626.
   Web of Science ®Google Scholar
• Spassiani, N. A., N. Ó. Murchadha, M. Clince, K. Biddulph, P. Conradie, F. Costello, L. Cox, et al. 2017. “Likes, Dislikes, Supports and Barriers: The Experience of Students with Disabilities in University in Ireland.” Disability & Society 32 (6): 892–912. doi:10.1080/09687599.2017.1320272.
   Web of Science ®Google Scholar
• Spratt, J., and L. Florian. 2013. “Applying the Principles of Inclusive Pedagogy in Initial Teacher Education: From University Based Course to Classroom Action.” Revista de Investigación en Educación 11 (3): 141–149. https://aura.abdn.ac.uk/bitstream/handle/2164/6412/740_1892_1_PB.pdf?sequence=1
   Google Scholar
• Stein, K. F. 2014. “Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement.” International Journal of Teaching and Learning in Higher Education 26 (1): 55–65. https://eric.ed.gov/?id=EJ1043011
   Google Scholar
• Universia Foundation. 2018. IV Estudio sobre el grado de inclusión del sistema universitario español respecto de la realidad de la discapacidad. [IV Study on the Degree of Inclusion of the Spanish University System with Respect to the Reality of Disability]. Madrid: Universia Foundation.
   Google Scholar
• Universia Foundation. 2020. Guía de atención a la discapacidad en la Universidad. [Guide to Care for Disability at University]. Madrid: Universia Foundation.
   Google Scholar
• Vasek, D. 2005. “Assessing the Knowledge Base of Faculty at a Private, Four-Year Institution.” College Student Journal 39 (2): 307–315.
   Google Scholar
• Yssel, N., N. Pak, and J. Beilke. 2016. “A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education.” International Journal of Disability, Development and Education 63 (3): 384–394. doi:10.1080/1034912X.2015.1123232.
   Web of Science ®Google Scholar