Transforming faculty conceptions of disability and inclusive education through a training programme

It is increasingly necessary to have a well-trained faculty to adequately respond to the needs of the diverse student body in the university classrooms. This study analyses the evolution of faculty conceptions of disability after participating in a training programme on inclusive education and disab...

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Bibliographic Details
Published in:International journal of inclusive education 2021-06, Vol.25 (7), p.843-859
Main Authors: Carballo, Rafael, Morgado, Beatriz, Cortés-Vega, M. Dolores
Format: Article
Language:English
Subjects:
Access to Education
Attitudes toward Disabilities
Barriers
College Faculty
College students
conceptions of disability
Data analysis
Disability
Faculty Development
faculty training programme
Foreign Countries
Inclusion
Inclusive education
Instructional design
Knowledge Level
Learning
Legislation
Program Effectiveness
qualitative methodology
Student Personnel Services
Student Rights
Students with Disabilities
Teacher Attitudes
Training
training evaluation
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Summary:It is increasingly necessary to have a well-trained faculty to adequately respond to the needs of the diverse student body in the university classrooms. This study analyses the evolution of faculty conceptions of disability after participating in a training programme on inclusive education and disability. Qualitative methodology was used to evaluate the programme, with semi-structured group and individual interviews, open questionnaires and observation. Data analysis was performed using a category system created inductively. The results show the impact of the training on participants' knowledge about disability, supports and barriers encountered by the students, the existing resources in the university, and educational approaches such as inclusive education and Universal Design for Learning. Finally, in the conclusions, we discuss the results in relation to other previous studies, showing the importance and benefits of training in inclusive education for faculty members and how it improves their conceptions and knowledge of disability.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2019.1579874