Abstract

This paper presents a study which aims to know what faculty members who develop inclusive pedagogy do to foster the inclusion of students with disability. Using a qualitative methodology, individual semi-structured interviews were conducted with 25 faculty members, who were recommended by their students with disabilities. The data were analyzed inductively through a categories and codes system. The results show the participants’ experiences working with disabilities and the active and participatory methodological strategies used by the interviewees to ensure the participation of all the students, as well as some key elements to foster inclusion. Lastly, the participants offer some recommendations for other faculty members to move toward inclusion in the university. The conclusion section discusses the results of this work with those of previous studies, and offers some suggestions for further work in the scope of inclusive pedagogy and Higher Education.

• Points of interest

• Faculty members need training and information on inclusive education to meet the needs of students with disabilities.

• Faculty members who develop inclusive pedagogy do not distinguish between students with and without disabilities, and treat all students in the same way.

• Active and participatory teaching methods are the most effective and beneficial for all students.

• Inclusive Faculty members recommend that other teachers become informed about disability, develop a good and close relationship with their students and value their abilities, not their limitations.

摘要

本文介绍了一项研究，旨在了解开发包容性教学法的教职员工如何促进残疾学生的包容性。使用定性方法，对由残疾学生推荐的 25 名教职员工进行了个人半结构化访谈。通过类别和代码系统对数据进行归纳分析。结果显示了参与者的残疾工作经验以及受访者为确保所有学生的参与而使用的积极参与的方法策略，以及促进包容的一些关键要素。最后，参与者为其他教职员工提供了一些建议，以帮助他们融入大学。

• 兴趣点

• 教职员工需要有关全纳教育的培训和信息，以满足残疾学生的需求。

• 发展包容性教学法的教职员工不区分残疾学生和非残疾学生，并以同样的方式对待所有学生。

• 积极参与的教学方法对所有学生都是最有效和有益的。

• 包容性教职员工建议其他教师了解残疾情况，与学生建立良好和密切的关系，重视他们的能力，而不是他们的局限性。