While inclusive education at all levels is written into policy documents, strategies for implementation are sometimes few and far between. Barriers in many forms still confront students with disability in educational settings. They include the built environment, attitudes of staff and other students, and the design of the curriculum.
Inclusive University Classrooms: the importance of faculty training article identifies, and explains barriers that students with disabilities experience in higher education. The paper is by a cross-disciplinary group from the University of Seville in Spain. Reference is made to the work by Australians Valerie Watchorn and Helen Larkin on this topic.
The presence of students with disabilities in the universities is increasing. Faculty needs to be trained in order to attend these students and with the objective to offer and inclusive education. The aim of this paper is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilities participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the importance of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of improving a positive attitude toward the disability. These results are discussed in line with other studies. Recommendations are made according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.
The picture is of the library at University of Seville.