|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|373866||622449||2015||8 صفحه PDF||سفارش دهید||دانلود رایگان|
• The faculty must show a positive attitude toward disability and be trained in attending to the needs derived from disabilities.
• The faculty should promote inclusive practices using alternative methodologies to the standard lecture.
• It's necessary that the faculty use new technologies in the classrooms and be trained in new technologies.
This article presents the partial results of a broader research project entitled, “University Barriers and Aids Identified by Students with Disabilities”, which is currently underway at a Spanish University. The general aim is to analyze the role of faculty in inclusive education of students with disabilities, and more specifically, proposals for improvement made by these students. A biographic-narrative methodology was used to collect data. The study concludes that faculty must show a positive attitude toward disability, promote inclusive practices using alternative methodologies, make curriculum adaptations, use new technologies and be trained in attending the needs derived from disabilities.
Journal: Teaching and Teacher Education - Volume 52, November 2015, Pages 91–98