Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas

• Autores: Anabel Moriña Díez, Inmaculada Concepción Orozco Almario
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 34, Nº 2, 2022, págs. 231-265
• Idioma: inglés
• DOI: 10.1080/11356405.2022.2031786
• Títulos paralelos:
  • Estrategias de aprendizaje inclusivo en la universidad: : la perspectiva del profesorado español de distintas áreas de conocimiento
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    En este artículo se exploran las estrategias metodológicas más efectivas que el profesorado inclusivo de diferentes áreas de conocimiento pone en práctica para garantizar que todo el alumnado aprenda y tenga éxito en sus asignaturas. Para ello, se realizó un estudio cualitativo basado en entrevistas con 119 docentes españoles de las áreas de Arte y Humanidades, STEM (Ciencias, Matemáticas, Tecnología e Ingenierías), Ciencias de la Salud, Ciencias Sociales y Jurídicas y Ciencias de la Educación. Se presentan los resultados por área de conocimiento, llevando a cabo un análisis de las diferencias y semejanzas entre las diferentes áreas. Los resultados revelan que, a pesar de pertenecer a distintas disciplinas, los docentes inclusivos hacen uso de estrategias metodológicas similares, destinadas a todos sus alumnos por igual. Los resultados también muestran que los docentes emplean estrategias metodológicas diversas, entre las que consideran más efectivas aquellas más activas y participativas.

    Este estudio demuestra que las estrategias metodológicas que son efectivas para todos los estudiantes en general, también lo son para los estudiantes con discapacidad

  • English

    This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses.

    A qualitative study was carried out and interviews were held with 119 Spanish faculty members from arts and humanities, STEM, health sciences, social and legal sciences and education sciences. The results are presented by knowledge area, followed by an analysis of the differences and similarities between them.

    The findings reveal that, despite belonging to different disciplines, inclusive faculty members use similar methodological strategies that welcome all students and do not differentiate in their practice between students with and without disabilities.

    The findings also indicate that faculty use a variety of methodological strategies, with active and participatory ones being considered most effective. This study shows that the methodological strategies that are effective for students in general are also effective for those with disabilities.

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