In the realm of higher education, the response to disability is a critical aspect that requires careful analysis and evaluation. A recent study conducted at the University of La Laguna (ULL) sheds light on the perceptions of students with disabilities and their lecturers, focusing on the effectiveness of inclusion strategies in promoting educational equity.
The study, carried out by the DISAE Research Group at the Faculty of Education, ULL, employed a mixed-methods design combining quantitative and qualitative approaches. Data was collected from 115 participants, including 36 students with disabilities and 79 lecturers, between 2016 and 2018. Structured questionnaires and interviews were utilized, with quantitative data analyzed using SPSS software and qualitative data examined through thematic content analysis.
The findings underscore the importance of fostering collaboration among students, teaching staff, and the Programme for Students with Specific Support Needs (PAED). Key challenges identified include physical and communicative accessibility barriers, a lack of training in addressing student diversity, and the absence of an inclusive institutional culture embedded within ULL’s policies and practices.
The study emphasizes the urgent need to enhance inclusion strategies by improving accessibility and providing targeted training for academic and technical staff. Enhancing coordination between PAED, lecturers, and students is crucial for creating a genuinely inclusive university environment. Despite limitations related to the sample size, the findings offer valuable insights for improving the institutional response to the diverse student population entering higher education.
The evolution of higher education faces significant challenges due to the increase in students with specific educational support needs. Inclusive education, rooted in human rights, aims to remove barriers and ensure equitable access to education for all, including individuals with disabilities. Universities must commit to providing necessary support, promoting equity, and facilitating the successful completion of studies to create inclusive environments.
Accessibility plays a crucial role in achieving inclusive education in higher education. It involves removing physical and communicative barriers, raising awareness, training staff, and fostering inclusive practices and attitudes within the university community. However, challenges persist, such as a lack of resources, prejudices, discrimination, and institutional policies that hinder inclusive education.
The study highlights the importance of support programs and services for people with disabilities in universities. These programs should be preventive rather than palliative, focusing on enhancing accessibility, training staff, and promoting a culture of inclusion. Positive interactions and specialized services can contribute to reducing prejudice, increasing social integration, and improving the overall learning experience for students with disabilities.
In conclusion, the study at the University of La Laguna underscores the need for continuous efforts to enhance inclusion strategies, improve accessibility, provide targeted training, and foster a culture of inclusion in higher education. By addressing these challenges and implementing effective support programs, universities can create more inclusive and equitable learning environments for all students, including those with disabilities.
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