6533b822fe1ef96bd127d76b

RESEARCH PRODUCT

Inclusive university teachers: What characterizes them and how do they think about disability

subject

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espanolEl incremento de estudiantes con discapacidad en las universidades espanolas conlleva la necesidad de desarrollar practicas docentes inclusivas que garanticen la participacion y el aprendizaje de todo el alumnado. Con este trabajo se pretende: (1) conocer las concepciones que el profesorado universitario que ejerce practicas 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 caracteristicas que les definen. En el estudio participaron 42 docentes que fueron seleccionados como inclusivos por estudiantes con discapacidad de seis universidades publicas de diferentes comunidades autonomas de Espana (Andalucia, Valencia y Madrid). Estos docentes pertenecian a diferentes areas de conocimiento y todos impartian docencia en Facultades de Ciencias de la Educacion. Se siguio una metodologia biografico-narrativa, mediante el uso de entrevistas semiestructuradas. Los resultados indicaron que la mayoria del profesorado concebia la discapacidad desde el modelo social, abogando por una educacion 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 caracteristicas de estos docentes EnglishThe increase in the number of students with disabilities in Spanish universities implies the need to develop inclusive teaching practices that guarantee the participation and learning of all students. This work is intended: (1) to know the conceptions that the university teaching staff who carry out inclusive teaching practices have about disability; (2) to analyze the reasons that motivate them to attend to the needs of students with disabilities, and (3) to describe the characteristics that define them. The study involved 42 faculty members who were selected as inclusive by students with disabilities from six public universities in different autonomous communities of Spain (Andalusia, Valencia and Madrid). These faculty members belonged to different areasof knowledge and all of them taught in Faculties of Educational Sciences. A biographical-narrative methodology was used by using semi-structured interviews. Results indicated that the majority of the faculty conceived disability from the social, advocating for an inclusive education. Among the reasons that led them to approach to these students were previous experience with people with disabilities, the principle of equality and their responsibility as lecturers. Regarding the characteristics of these inclusive faculty members, empathy, commitment, flexibility and teaching vocation stand out.