{"id":2169,"date":"2024-05-09T11:44:38","date_gmt":"2024-05-09T15:44:38","guid":{"rendered":"https:\/\/nucleodisca.cl\/?p=2169"},"modified":"2026-04-16T10:38:54","modified_gmt":"2026-04-16T14:38:54","slug":"incidence-of-teacher-reflection-on-the-teachers-understanding-of-diversity-and-its-role-in-the-transition-to-inclusive-education-incidencia-de-la-reflexion-del-profesor-sobre-su-comprension-de-la-d","status":"publish","type":"post","link":"https:\/\/nucleodisca.cl\/en\/incidence-of-teacher-reflection-on-the-teachers-understanding-of-diversity-and-its-role-in-the-transition-to-inclusive-education-incidencia-de-la-reflexion-del-profesor-sobre-su-comprension-de-la-d\/","title":{"rendered":"Incidence of teacher reflection on the teacher&#8217;s understanding of diversity and its role in the transition to inclusive education"},"content":{"rendered":"<p><b>Summary:\u00a0\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">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 <\/span><span style=\"font-weight: 400;\">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.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Notes:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">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.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">This article was originally published in English.<\/span><\/li>\n<\/ul>\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>Summary:\u00a0\u00a0 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 [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[16],"tags":[35],"class_list":["post-2169","post","type-post","status-publish","format-standard","hentry","category-publications","tag-investigacion-inclusiva"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Incidence of teacher reflection on the teacher&#039;s understanding of diversity and its role in the transition to inclusive education - N\u00facleo Disca<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nucleodisca.cl\/incidence-of-teacher-reflection-on-the-teachers-understanding-of-diversity-and-its-role-in-the-transition-to-inclusive-education-incidencia-de-la-reflexion-del-profesor-sobre-su-comprension-de-la-d\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"[:es]Incidence of teacher reflection on the teacher&#039;s understanding of diversity and its role in the transition to inclusive education [Incidencia de la reflexi\u00f3n del profesor sobre su comprensi\u00f3n de la diversidad y su papel en la transici\u00f3n a una educaci\u00f3n inclusiva][:en]Incidence of teacher reflection on the teacher&#039;s understanding of diversity and its role in the transition to inclusive education[:] - N\u00facleo Disca\" \/>\n<meta property=\"og:description\" content=\"Summary:\u00a0\u00a0 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. 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