Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences

Abstract

This paper provides a useful guide of recommendations drawn from the experiences described by 25 Spanish inclusive faculty members of the area of Social and Legal Sciences. We used a qualitative methodology and data was gathered using interviews. The action guidelines and recommendations obtained are based on the implementation of an inclusive pedagogy that prioritises the participation and success of all students. The results are divided into six categories: faculty-student relationship, resources, methodology, reasonable adjustments, mentoring and evaluation. Lastly, this study shows that the teaching strategies that promote inclusion do not only benefit students with disabilities, but have a general positive effect on all students.