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THE ROLE OF LECTURERS AND INCLUSIVE EDUCATION
Author(s) -
Molina Víctor M.,
Perera Rodríguez Víctor Hugo,
Melero Aguilar Noelia,
Cotán Fernández Almudena,
Moriña Anabel
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12361
Subject(s) - narrative , active listening , inclusion (mineral) , perception , pedagogy , narrative inquiry , special education , higher education , psychology , field (mathematics) , mathematics education , medical education , sociology , social science , political science , medicine , philosophy , linguistics , mathematics , communication , neuroscience , pure mathematics , law
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.