Docentes universitarios inclusivos: qué les caracteriza y cómo conciben la discapacidad
Resumen El incremento de estudiantes con discapacidad en las universidades españolas conlleva la necesidad de desarrollar prácticas docentes inclusivas que garanticen la participación y el aprendizaje de todo el alumnado. Con este trabajo se pretende: (1) conocer las concepciones que el profesorado universitario que ejerce prácticas docentes inclusivas tiene sobre la discapacidad; (2) analizar las razones que les motivan para tener en cuenta las necesidades de los estudiantes con discapacidad, y (3) describir las características que les definen. En el estudio participaron 42 docentes que fueron seleccionados como inclusivos por estudiantes con discapacidad de seis universidades públicas de diferentes comunidades autónomas de España (Andalucía, Valencia y Madrid). Estos docentes pertenecían a diferentes áreas de conocimiento y todos impartían docencia en Facultades de Ciencias de la Educación. Se siguió una metodología biográfico-narrativa, mediante el uso de entrevistas semiestructuradas. Los resultados indicaron que la mayoría del profesorado concebía la discapacidad desde el modelo social, abogando por una educación inclusiva. Entre las razones que les llevaban a responder a las necesidades de este alumnado estaban la experiencia previa con personas con discapacidad, el principio de igualdad y su responsabilidad como docente. Respecto a las características de estos docentes
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BUNBURY, S. (2018). Disability in higher education-do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2018.1503347
CARBALLO, R., MORGADO, B. y CORTÉS-VEGA, M. D. (2019). Transforming faculty conceptions of disability and inclusive education through a training program. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1579874
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DALMAU-MONTALÀ, M., SALA-BARS, I. y LLINARES-FITÉ, M. (2015). Análisis de la formación universitaria recibida por los titulados universitarios españoles con discapacidad auditiva en la adquisición de las competencias profesionales. [Analysis of undergraduate training given to students with hearing impairment in their acquisition of professional competences]. Siglo Cero, 46(3), 255, 25-46. http://dx.doi.org/10.14201/scero20154632746
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FLORIAN, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
FULLARTON, S. y DUQUETTE, C. (2016). Experiences of students with learning disabilities in Ontario universities: a case study. International Journal of Special Education, 31(1), 55-66.
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GALE, T. y MILLS, C. (2013). Creating spaces in higher education for marginalized Australians: principles for socially inclusive pedagogies. Enhancing Learning in the Social Sciences, 5(2), 7-19. https://doi.org/10.11120/elss.2013.00008
GALLAGHER, D., CONNOR, D. y FERRI, B. (2014). Beyond the far too incessant schism: special education and the social model of disability. International Journal of Inclusive Education, 18(11), 1120-1142. https://doi.org/10.1080/13603116.2013.875599
GARABAL-BARBEIRA, J., POUSADA, T., ESPINOSA, P. C. y SALETA, J. L. (2018). Las actitudes como factor clave en la inclusión universitaria. Revista Española de Discapacidad, 6(1), 181-198. doi:10.5569/2340-5104.06.01.09
GIBSON, S. (2015). When rights are not enough: what is? Moving towards new pedagogy for inclusive education within UK Universities. International Journal of Inclusive Education, 19(8), 875-886. http://dx.doi.org/10.1080/13603116.2015.1015177
HAMOUR, B. (2013). Faculty attitudes toward students with disabilities in a Public University in Jordan. International Education Studies, 6(12), 74-81. doi:10.5539/ies.v6n12p74
HEWETT, R., DOUGLAS, G., MCLINDEN, M. y KEIL, S. (2018). Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom. International Journal of Inclusive Education, 24(2) 1-17. https://doi.org/10.1080/13603116.2018.1492637
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KIOKO, V. y MAKOELLE, T. (2014). Inclusion in Higher Education: learning experiences of disabled students at Winchester University. International Education Studies, 7(6), 106-116. doi:10.5539/ies.v7n6p106
LANGØRGEN, E. y MAGNUS, E. (2018). We are just ordinary people working hard to reach our goals! Disabled students’ participation in Norwegian higher education. Disability and Society, 33(4), 598-617. https://doi.org/10.1080/09687599.2018.1436041
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LIPKA, O., FORKOSH, A. y MEER, Y. (2018). Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), 142-157. doi:10.1080/13603116.2018.1427151
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BUNBURY, S. (2018). Disability in higher education-do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2018.1503347
CARBALLO, R., MORGADO, B. y CORTÉS-VEGA, M. D. (2019). Transforming faculty conceptions of disability and inclusive education through a training program. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1579874
CÉSPEDES, G. M. (2005). La nueva cultura de la discapacidad y los modelos de rehabilitación. Aquichan, 5(1), 108-113. Recuperado de https://aquichan.unisabana.edu.co/index.php/aquichan/article/viewArticle/64/133&
CRESWELL, J. (2009). Research design. Qualitative, quantitative and mixed methods approaches. California: Sage Publications.
DALMAU-MONTALÀ, M., SALA-BARS, I. y LLINARES-FITÉ, M. (2015). Análisis de la formación universitaria recibida por los titulados universitarios españoles con discapacidad auditiva en la adquisición de las competencias profesionales. [Analysis of undergraduate training given to students with hearing impairment in their acquisition of professional competences]. Siglo Cero, 46(3), 255, 25-46. http://dx.doi.org/10.14201/scero20154632746
DE LOS SANTOS, S. y MAXWELL, G. (2018). Meeting the needs of students with disabilities at Southern Texas University from a faculty perspective. Research in Higher Education Journal, 34, 1-11. Recuperado de https://files.eric.ed.gov/fulltext/EJ1178440.pdf
DURÁN, D. y GINÉ, C. (2011). La formación del profesorado para la educación inclusiva: un proceso de desarrollo profesional y de mejora de los centros para atender a la diversidad. Revista Latinoamericana de Educación Inclusiva, 5(2), 153-170. Recuperado de https://educrea.cl/wp-content/uploads/2017/07/DOC2-formacion-profesorado-educacion-inclusiva-1.pdf
DUSEK, G. A., YUROVA, V. y RUPPEL, C. P. (2015). Using social media and targeted snowball sampling to survey a hard-to-reach population: a case study. International Journal of Doctoral Studies, 10, 279-299. doi:10.28945/2296.
FLORIAN, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
FULLARTON, S. y DUQUETTE, C. (2016). Experiences of students with learning disabilities in Ontario universities: a case study. International Journal of Special Education, 31(1), 55-66.
FULLER, M., HEALEY, M., BRADLEY, A. y HALL, T. (2004). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29(3), 303-318. https://doi.org/10.1080/03075070410001682592
FULLER, M., RIDDELL, S. y WEEDON, E. (2009). What I the issue with disabled student’s learning? En M. FULLER, J. GEORGESON, M. HEALEY, A. HURST, K. KELLY, S. RIDDELL, … E. WEEDON (Eds.), Improving disabled students’ learning: experiences and outcomes (pp. 3-19). New York: Routledge.
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GALE, N., HEATH, G., CAMERON, E., RASHID, S. y REDWOOD, S. (2013). Using the framework method for the analysis of qualitative data in multidisciplinary health research. BMC Medical Research Methodology, 13(117), 1-8. doi:10.1186/1471-2288-13-117
GALE, T. y MILLS, C. (2013). Creating spaces in higher education for marginalized Australians: principles for socially inclusive pedagogies. Enhancing Learning in the Social Sciences, 5(2), 7-19. https://doi.org/10.11120/elss.2013.00008
GALLAGHER, D., CONNOR, D. y FERRI, B. (2014). Beyond the far too incessant schism: special education and the social model of disability. International Journal of Inclusive Education, 18(11), 1120-1142. https://doi.org/10.1080/13603116.2013.875599
GARABAL-BARBEIRA, J., POUSADA, T., ESPINOSA, P. C. y SALETA, J. L. (2018). Las actitudes como factor clave en la inclusión universitaria. Revista Española de Discapacidad, 6(1), 181-198. doi:10.5569/2340-5104.06.01.09
GIBSON, S. (2015). When rights are not enough: what is? Moving towards new pedagogy for inclusive education within UK Universities. International Journal of Inclusive Education, 19(8), 875-886. http://dx.doi.org/10.1080/13603116.2015.1015177
HAMOUR, B. (2013). Faculty attitudes toward students with disabilities in a Public University in Jordan. International Education Studies, 6(12), 74-81. doi:10.5539/ies.v6n12p74
HEWETT, R., DOUGLAS, G., MCLINDEN, M. y KEIL, S. (2018). Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom. International Journal of Inclusive Education, 24(2) 1-17. https://doi.org/10.1080/13603116.2018.1492637
HOPKINS, S. L., ROUND, P. N. y BARLEY, K. D. (2018). Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences. Teachers and Teaching. Theory and practice, 24(8), 915-930. https://doi.org/10.1080/13540602.2018.1495624
HUBER, G. L. (2004). The analysis of qualitative data as process of classification. En M. KIEGELMANN (Ed.), Qualitative research in psychology (pp. 206-216). Tübingen: Verlag Ingeborg Huber.
KIOKO, V. y MAKOELLE, T. (2014). Inclusion in Higher Education: learning experiences of disabled students at Winchester University. International Education Studies, 7(6), 106-116. doi:10.5539/ies.v7n6p106
LANGØRGEN, E. y MAGNUS, E. (2018). We are just ordinary people working hard to reach our goals! Disabled students’ participation in Norwegian higher education. Disability and Society, 33(4), 598-617. https://doi.org/10.1080/09687599.2018.1436041
Ley Orgánica 4/2007, de 12 de abril, de universidades. Boletín Oficial del Estado, núm. 89, de 13 de abril de 2007, 16241-16260 . Recuperado de https://www.boe.es/buscar/doc.php?id=BOE-A-2007-7786
Ley Orgánica 3/2018, de 5 de diciembre, de Protección de Datos Personales y garantía de los derechos digitales. Boletín Oficial del Estado, núm. 294, de 6 de abril de 2018, 119788-119857. Recuperado de https://www.boe.es/buscar/doc.php?id=BOE-A-2018-16673
LIPKA, O., FORKOSH, A. y MEER, Y. (2018). Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), 142-157. doi:10.1080/13603116.2018.1427151
LOMBARDI, A. R., MURRAY, C. y DALLAS, B. (2013). University faculty attitudes toward disability and inclusive instruction: Comparing two institutions. Journal of Postsecondary Education and Disability, 26(3), 221-232. Recuperado de https://files.eric.ed.gov/fulltext/EJ1026882.pdf
LOMBARDI, A., VUKOVIC, B. y SALA-BARS, I. (2015). International comparisons of inclusive instruction among college faculty in Spain, Canada, and the United States. Journal of Postsecondary Education and Disability, 28(4), 447-460. Recuperado de https://files.eric.ed.gov/fulltext/EJ1093535.pdf
LÓPEZ-MELERO, M. (2011). Barreras que impiden la escuela inclusiva y algunas estrategias para construir una escuela sin exclusiones. Innovación Educativa, 21, 37-54. Recuperado de https://minerva.usc.es/xmlui/bitstream/handle/10347/6223/pg_039-056_in21_1.pdf?sequence=1&isAllowed=y
MARTINS, H., BORGES, M. y GONÇALVES, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542. https://doi.org/10.1080/13603116.2017.1377299
MOLINA, V., PERERA, V., MELERO, N., COTÁN, A. y MORIÑA, A. (2016). The role of lecturers and inclusive education. Journal of Research in Special Educational Needs, 16(1), 1046-1049. doi:10.1111/1471-3802.12361
MORIÑA, A. y CARBALLO, R. (2018). Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación. Psicologia Escolar e Educacional, SP. Número Especial, 87-95. doi:10.1590/2175-3539/2018/053
MORIÑA, A., LÓPEZ-GAVIRA, R. y MOLINA, V. (2014). Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers. Higher Education Research and Development, 34(1), 147-159. doi:10.1080/07294360.2014.934329
MORIÑA, A. y MORGADO, B. (2018). University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities. Journal of Further and Higher Education, 42(1), 13-23. doi:10.1080/0309877X.2016.118890
MORIÑA, A., SANDOVAL, M. y CARNERERO, F. (2020). Higher education inclusivity: when the disability enriches the university. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1712676
MUTANGA, O. (2018) Inclusion of students with disabilities in South African Higher Education. International Journal of Disability, Development and Education, 65(2), 229-242. doi:10.1080/1034912X.2017.1368460
NACIONES UNIDAS. (1990). Declaración mundial sobre educación para todos. Recuperado de https://unesdoc.unesco.org/ark:/48223/pf0000127583_spa
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