The Role of Lecturers and Inclusive Education

Autor/inn/en	Molina, Víctor M.; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña, Anabel
Titel	The Role of Lecturers and Inclusive Education
Quelle	In: Journal of Research in Special Educational Needs, 16 (2016), S.1046-1049 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12361
Schlagwörter	Teacher Role; Inclusion; Disabilities; Higher Education; Barriers; Health Sciences; Social Sciences; Engineering; Technology; Humanities; Data Analysis; Biographies; Personal Narratives; Interviews; Teacher Attitudes; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Lehrerrolle; Inklusion; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Maschinenbau; Technologie; Geisteswissenschaften; Humanwissenschaften; Auswertung; Biography; Biografie; Biographie; Erlebniserzählung; Interviewing; Interviewtechnik; Lehrerverhalten; Ausland; Spanien
Abstract	This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse--by listening to the students themselves--barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01