Next Article in Journal
Investigating the Linkage between Economic Growth and Environmental Sustainability in India: Do Agriculture and Trade Openness Matter?
Next Article in Special Issue
Unveiling the International Students’ Perspective of Service Quality in Chinese Higher Education Institutions
Previous Article in Journal
Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic
Article

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

1
Department of Teaching and Organization of Education, Faculty of Education, University of Seville, 41013 Seville, Spain
2
Department of Developmental and Educational Psychology, Faculty of Education, University of Seville, 41013 Seville, Spain
3
Department of Drawing, Faculty of Fine Arts, University of Seville, 41013 Seville, Spain
*
Author to whom correspondence should be addressed.
Academic Editors: Ana B. Bernardo, Adrian Castro-Lopez, Javier Puente and Leandro Almeida
Sustainability 2021, 13(9), 4755; https://doi.org/10.3390/su13094755
Received: 29 March 2021 / Revised: 20 April 2021 / Accepted: 21 April 2021 / Published: 23 April 2021
Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students. View Full-Text
Keywords: higher education; inclusive education; disability; technological platforms; faculty members higher education; inclusive education; disability; technological platforms; faculty members
MDPI and ACS Style

Perera, V.H.; Moriña, A.; Sánchez-Díaz, N.; Spinola-Elias, Y. Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability 2021, 13, 4755. https://doi.org/10.3390/su13094755

AMA Style

Perera VH, Moriña A, Sánchez-Díaz N, Spinola-Elias Y. Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability. 2021; 13(9):4755. https://doi.org/10.3390/su13094755

Chicago/Turabian Style

Perera, Víctor H., Anabel Moriña, Nieves Sánchez-Díaz, and Yolanda Spinola-Elias. 2021. "Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members" Sustainability 13, no. 9: 4755. https://doi.org/10.3390/su13094755

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop