Inclusive Education in Higher Education?

Autor/inn/en	Morgado, Beatriz; Cortés-Vega, Mª Dolores; López-Gavira, Rosario; Álvarez, Encarna; Moriña, Anabel
Titel	Inclusive Education in Higher Education?
Quelle	In: Journal of Research in Special Educational Needs, 16 (2016), S.639-642 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12323
Schlagwörter	Inclusion; Higher Education; Special Education; Foreign Countries; Disabilities; Special Needs Students; Qualitative Research; Biographies; Comparative Analysis; Universities; College Students; Personal Narratives; Interviews; Observation; Spain + Suchen Sie Ihr Suchwort? Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Qualitative Forschung; Biography; Biografie; Biographie; University; Universität; Collegestudent; Erlebniserzählung; Interviewing; Interviewtechnik; Beobachtung; Spanien
Abstract	The present study provides partial findings from research currently underway at the University of Seville: "Hurdles & Help as Perceived by University Students Disabilities". (Directed by Dr. Anabel Moriña, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an institution, open doors and/or put hurdles in the way of students with special needs? The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life stories. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, photographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles and Huberman (1994). Maxqda10 data analysis software was the tool of choice. Results will be discussed with the following questions as a backdrop: Is the University "inclusive"? We will analyse institutional barriers and aids, as perceived by the students themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at student expectations with respect to their conception of the "ideal university". Is the University an institution that opens or closes its doors to students with disabilities? Based on the analysis in the previous section, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified surpassed the help. [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