Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers |
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| Authors: | Anabel Moriña Díez Rosario Gavira López Víctor M Molina |
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| Institution: | 1. Facultad de Ciencias de la Educación, Universidad de Sevilla, Sevilla, Spain;2. Facultad de Ciencias Económicas y Empresariales, Universidad de Sevilla, Sevilla, Spain;3. Facultad de Química, Universidad de Sevilla, Sevilla, Spain |
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| Abstract: | This article 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 being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: 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 HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies. |
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| Keywords: | biographical-narrative methodology diversity higher education learning barriers learning bridges lecturers students with disabilities |
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