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Article

Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

1
Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
2
Department of Psychology, Sociology and Philosophy, University of León, 24071 León, Spain
*
Author to whom correspondence should be addressed.
Academic Editors: Juan Leiva, Encarnación Soriano-Ayala and Antonio Matas-Terrón
Int. J. Environ. Res. Public Health 2021, 18(21), 11667; https://doi.org/10.3390/ijerph182111667
Received: 25 September 2021 / Revised: 31 October 2021 / Accepted: 2 November 2021 / Published: 6 November 2021
The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education. View Full-Text
Keywords: disability inclusion; higher education; special educational needs (SEN); universal design for learning (UDL); inclusive education; teacher training disability inclusion; higher education; special educational needs (SEN); universal design for learning (UDL); inclusive education; teacher training
MDPI and ACS Style

Valle-Flórez, R.-E.; de Caso Fuertes, A.M.; Baelo, R.; García-Martín, S. Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities. Int. J. Environ. Res. Public Health 2021, 18, 11667. https://doi.org/10.3390/ijerph182111667

AMA Style

Valle-Flórez R-E, de Caso Fuertes AM, Baelo R, García-Martín S. Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities. International Journal of Environmental Research and Public Health. 2021; 18(21):11667. https://doi.org/10.3390/ijerph182111667

Chicago/Turabian Style

Valle-Flórez, Rosa-Eva, Ana M. de Caso Fuertes, Roberto Baelo, and Sheila García-Martín. 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities" International Journal of Environmental Research and Public Health 18, no. 21: 11667. https://doi.org/10.3390/ijerph182111667

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