Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education.
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| Title: | Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education. |
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| Authors: | Becerra Sepúlveda, Carolina1 carolina.becerra@umayor.cl, Picol Córdova, Carolina2, Silva Martínez, Estefanía2, Tapia Pavez, Valentina3 |
| Source: | Journal of Research in Special Educational Needs. Oct2024, Vol. 24 Issue 4, p869-881. 13p. |
| Subject Terms: | *Teacher recruitment, *Disabilities, *Inclusive education, *Academic accommodations, *Teachers |
| Abstract: | This research focuses on including people with disabilities in higher education. It proposes that reflective teaching is a tool to move from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes teachers' positions on integration and inclusion, using focus groups to collect information. The results show that most teachers are close to the integration approach, although they recognize difficulties in implementing inclusion. Academics highlight the importance of curricular adaptation, flexible methodology and universal learning design to enable the participation of students with disabilities in higher education. The analyses also highlight the constant need for teachers to adapt, which generates additional pressure, especially for those who adhere to an inclusive approach. Teachers should base their reflection on the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of teachers and students, thus ensuring a fair and equitable educational environment for all. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This research focuses on including people with disabilities in higher education. It proposes that reflective teaching is a tool to move from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes teachers' positions on integration and inclusion, using focus groups to collect information. The results show that most teachers are close to the integration approach, although they recognize difficulties in implementing inclusion. Academics highlight the importance of curricular adaptation, flexible methodology and universal learning design to enable the participation of students with disabilities in higher education. The analyses also highlight the constant need for teachers to adapt, which generates additional pressure, especially for those who adhere to an inclusive approach. Teachers should base their reflection on the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of teachers and students, thus ensuring a fair and equitable educational environment for all. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12674 |
