Abstract
Educational inclusion represents a commitment to attend to diversity, based on accessible curricular structures able to respond to the needs of an increasingly diverse student body. In the Campaign Education to transform lives, promoted by Unesco, in addition to approving the 2030 Agenda, the 17 Sustainable Development Goals were specified, claiming the need for education systems to move towards inclusive education capable of eradicating discriminatory situations of distress and social injustice. Within the university, this challenge involves the formation of student-focused learning spaces, as shown by the results of several investigations, which recognize the commitment with the educational inclusion that the current university must assume. The purpose of this study has been to identify and understand the perceptions of education professionals at the University of Malaga in the implementation of the education committed to inclusion. Following a qualitative methodology, teachers from the Primary Education and Social Education Grades have participated, collecting information from semi-structured ad hoc interviews. The main contributions of this research in its field of study show that teachers have some difficulties in addressing educational inclusion, as they lack specific training. In addition to this, the professional sector considers itself responsible for offering a response to diversity, opting for innovative methodologies that help to overcome the barriers that prevent the increase of knowledge and that commit to promote shared learning experiences.
Highlights
In the European Higher Education framework, didactic intervention focuses on the student, which demands on the part of university professors, their commitment to adapt their professional profile to the needs of this new socio-educational scenario
According to this new approach, one of the main competences of university professors is the need to respond to diversity, regarded as mutual enrichment [1,2] and the need to acknowledge that all students are able to learn, which is important when working in didactic aspects, such as thought and intervention [3]
There is an increase in research focused on implementing an inclusive pedagogy at university, analyzing the attitudes of university professors towards educational inclusion and identifying the obstacles encountered by university students with functional diversity [11,12,13,14,15,16,17,18,19,20,21,22]
Summary
In the European Higher Education framework, didactic intervention focuses on the student, which demands on the part of university professors, their commitment to adapt their professional profile to the needs of this new socio-educational scenario. Among the most outstanding results, faculty members showed confidence in the possibilities of university students with functional diversity, opting for participatory methodologies to ensure their leading role and the construction of significant learning They did not feel directly responsible for the learning of these students, given the university barriers that make it difficult to implement certain projects to promote inclusion, such as the lack of specific resources and the lack of teacher training. Life stories and semi-structured interviews, other researchers developed a study in which 44 students with disabilities participated, with a twofold purpose: 1) to know professors’ attitudes towards educational inclusion from the perception of students with functional diversity, and 2) to know which are the main barriers and difficulties encountered by these students during their learning process at university [18]. Considering the above arguments and underlining the relevant role of professors in designing inclusive curricular structures, the main objectives of this study are as follows: (i) to analyze to what extent the teaching staff of the College of Education Sciences at the University of Malaga considers that their university must commit to making educational inclusion a reality; (ii) to find out their knowledge about inclusion, main functions and training received to make inclusion possible in their teaching practice; (iii) to know their opinion about the main repercussions of inclusive activities in their professional role; and (iv) to clarify which competencies are essential to work on educational inclusion at university
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