Evidence-Based Training Approach for Higher Education Faculty: Brief Model of Inclusion and Training of the Disabled

Autor/in	Zahid, Gulnaz
Titel	Evidence-Based Training Approach for Higher Education Faculty: Brief Model of Inclusion and Training of the Disabled
Quelle	In: International Journal of Educational Management, 35 (2021) 6, S.1151-1165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zahid, Gulnaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2021-0150
Schlagwörter	Evidence Based Practice; Faculty Development; College Faculty; Program Length; Program Effectiveness; Inclusion; Intervention; Students with Disabilities; Academic Accommodations (Disabilities); Facilitators (Individuals); Barriers; Self Efficacy; Knowledge Level; Attitude Change; Interdisciplinary Approach; Policy Formation; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Fakultät; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Attitudinal change; Einstellungsänderung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politische Betätigung; Ausland
Abstract	Purpose: This interventional study aims to test the effectiveness of thek training approach for higher education faculty members to facilitate students with disabilities (SwD) to promote inclusion in higher education by operationalising approaches on the basis of the social action model. It presents an evidence-based training model created on recognised theories and strategies in the field of disability. Design/methodology/approach: The study follows a single-case pre/post-test intervention design in which data were analysed quantitatively, followed by a thematic analysis of participants' feedback and trainer's reflections. Training sessions were aligned to the social action model, the perspective of reasonable accommodations and introduction to technological support for teaching-learning and policy issues. Eighty faculty members from different schools of a multi-disciplinary Pakistani university participated in these sessions. Data from only 63 faculty members were available for analyses. Findings: Teacher Perceptions of Facilitating Students with Disabilities (TP-FSD) scale served as a pre- and post-test measure. The quantitative assessment revealed knowledge and attitudinal gains after brief trainings. However, when findings were interpreted considering effect sizes and supported by qualitative findings, moderate effectiveness level was evident. Effectiveness can be interpreted by the internal and external validity checks and findings of multiple assessments. Practical implications: This study can be replicated by adapting the training approach and by considering its strengths and shortcomings mentioned in detail in the discussion section. Originality/value: The study tested the effectiveness of brief faculty training to support SwD in a multi-disciplinary university having faculty with varied education and training experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01