Inclusive Methodologies from the Teaching Perspective for Improving Performance in University Students with Disabilities

Autor/inn/en	Lorenzo-Lledó, Alejandro; Lorenzo, Gonzalo; Lledó, Asunción; Pérez-Vázquez, Elena
Titel	Inclusive Methodologies from the Teaching Perspective for Improving Performance in University Students with Disabilities
Quelle	In: Journal of Technology and Science Education, 10 (2020) 1, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lorenzo-Lledó, Alejandro) ORCID (Lorenzo, Gonzalo) ORCID (Lledó, Asunción) ORCID (Pérez-Vázquez, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Inclusion; Teaching Methods; Students with Disabilities; Higher Education; Access to Education; Academic Achievement; College Faculty; Teacher Attitudes; Visual Aids; Foreign Countries; College Students; Knowledge Base for Teaching; Spain + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Fakultät; Lehrerverhalten; Anschauungsmaterial; Ausland; Collegestudent; Teaching theory; Theory of teaching; Unterrichtstheorie; Spanien
Abstract	One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01