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.

中文翻译：

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高等教育教师的循证培训方法：残疾人包容和培训的简要模式

目的

这项干预性研究旨在测试高等教育教职员工的 k 培训方法的有效性，以帮助残疾学生 (SwD) 通过在社会行动模型的基础上实施方法来促进高等教育的包容性。它提出了一种基于残疾领域公认理论和策略的循证培训模型。

设计/方法/方法

该研究遵循单案例前/后测试干预设计，其中对数据进行定量分析，然后对参与者的反馈和培训师的反思进行主题分析。培训课程与社会行动模式、合理便利的观点以及对教学和政策问题的技术支持的介绍保持一致。来自巴基斯坦多学科大学不同学院的 80 名教职员工参加了这些会议。只有 63 名教职员工的数据可用于分析。

发现

教师对协助残疾学生的看法 (TP-FSD) 量表用作测试前和测试后的衡量标准。定量评估揭示了经过简短培训后的知识和态度上的收获。然而，当考虑到效果大小并得到定性结果的支持来解释调查结果时，中等有效性水平是明显的。有效性可以通过内部和外部有效性检查以及多重评估的结果来解释。

实际影响

这项研究可以通过调整培训方法并考虑讨论部分中详细提到的优点和缺点来复制。

原创性/价值

该研究测试了短期教师培训的有效性，以支持在一所拥有不同教育和培训经验的教师的多学科大学中支持 SWD。