Students with Disabilities in Higher Education: A Biographical-Narrative Approach to the Role of Lecturers

Autor/inn/en	Moriña Díez, Anabel; Gavira, Rosario López; Molina, Víctor M.
Titel	Students with Disabilities in Higher Education: A Biographical-Narrative Approach to the Role of Lecturers
Quelle	In: Higher Education Research and Development, 34 (2015) 1, S.147-159 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.934329
Schlagwörter	Disabilities; College Students; College Faculty; Teacher Student Relationship; Teacher Influence; Personal Narratives; Barriers; Teacher Role; Inclusion; Health Sciences; Social Sciences; Engineering Education; Technology Education; Humanities; Teacher Attitudes; Teaching Methods; Classroom Techniques; Academic Accommodations (Disabilities); Teacher Competencies; Teacher Education; Foreign Countries; Student Experience; Statistical Analysis; Coding; Spain + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung; Lehrerrolle; Inklusion; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Geisteswissenschaften; Humanwissenschaften; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lehrkunst; Lehrerausbildung; Lehrerbildung; Ausland; Studienerfahrung; Statistische Analyse; Codierung; Programmierung; Spanien
Abstract	This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse--by listening to the students themselves--barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centered data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01