Núcleo Disca

Carolina Becerra Sepúlveda, Carolina Picol Córdova, Estefanía Silva Martínez y Valentina Tapia Pavez

Summary:  

This research focuses on the inclusion of people with disabilities in higher education. It proposes that reflective teaching is a tool for transitioning from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes faculty perspectives on integration and inclusion, employing focus groups to gather information. The results show that the majority of faculty members favor an integrative approach, although they acknowledge the difficulties in implementing inclusion. Academics highlight the importance of curriculum adaptation, flexible methodologies, and universal learning design to facilitate the participation of students with disabilities in higher education. The analyses also reveal the constant need for faculty to adapt, which creates additional pressure, especially for those adhering to an inclusive approach. Faculty members must ground their reflection in the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of faculty and students, thus ensuring a fair and equitable educational environment for all.

Notes:

• The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
• This article was originally published in English.

• Investigación inclusiva y participativa en discapacidad

Becerra Sepúlveda, C., Picol Córdova, C., Silva Martínez, E. & Tapia Pavez, V. (2024) Incidence of teacher reflection on the teacher’s understanding of diversity and its role in the transition to inclusive education. Journal of Research in Special Educational Needs, 24, 869–881. 

https://doi.org/10.1111/1471-3802.12674