Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Almudena Cotán,Beatriz Morgado,Noelia Melero,Arecia Aguirre

doi:10.3390/su13063031

Almudena Cotán, Beatriz Morgado + Show 2 more

Open Access

https://doi.org/10.3390/su13063031

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Abstract

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

Highlights

The research questions that guided this analysis are the following: Which are the methodological strategies that inclusive faculty members use in the classrooms? What difficulties do these educators encounter in the development of an inclusive pedagogy in their classrooms?
The results obtained in this study allow describing how inclusive faculty members act in the classroom with their students, the methodologies they use to teach and the strategies they implement in their lectures to promote the learning of their students
In relation to the actions of inclusive faculty members to promote the learning of their students, the results indicate that these educators were very eager in terms of teaching

Summary

Introduction

The recognition of the needs of these students has favoured the development of international regulations and policies [1], such as the Convention on the Rights of Persons with Disabilities [2], the 2020 Strategy for Smart, Sustainable and Inclusive Growth [3] and the 2030 Incheon Declaration and Framework [4]. All these measures are based on the Universal Declaration of Human Rights [5] and have a key objective: To promote an inclusive, fair and equitable education, fostering learning opportunities for everyone [6]. They have successfully contributed to ensuring the access of students with disabilities to the university and their continuation in it

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