Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.

<h4>Introduction</h4>This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of peda...

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Autores principales:	Rosario Lopez-Gavira, Inmaculada Orozco, Ana Doménech
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/f452752cbd654862bbf24312dfce3aff
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spelling	oai:doaj.org-article:f452752cbd654862bbf24312dfce3aff2021-12-02T20:15:38ZIs pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.1932-620310.1371/journal.pone.0254250https://doaj.org/article/f452752cbd654862bbf24312dfce3aff2021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0254250https://doaj.org/toc/1932-6203<h4>Introduction</h4>This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members.<h4>Objective</h4>For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved.<h4>Methods</h4>Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes.<h4>Results and conclusions</h4>The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper-which can also be useful for faculty and researchers in other areas of knowledge-comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one's job properly are even more important aspects.Rosario Lopez-GaviraInmaculada OrozcoAna DoménechPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 7, p e0254250 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Rosario Lopez-Gavira Inmaculada Orozco Ana Doménech Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
description	<h4>Introduction</h4>This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members.<h4>Objective</h4>For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved.<h4>Methods</h4>Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes.<h4>Results and conclusions</h4>The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper-which can also be useful for faculty and researchers in other areas of knowledge-comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one's job properly are even more important aspects.
format	article
author	Rosario Lopez-Gavira Inmaculada Orozco Ana Doménech
author_facet	Rosario Lopez-Gavira Inmaculada Orozco Ana Doménech
author_sort	Rosario Lopez-Gavira
title	Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
title_short	Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
title_full	Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
title_fullStr	Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
title_full_unstemmed	Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.
title_sort	is pedagogical training an essential requirement for inclusive education? the case of faculty members in the area of social and legal sciences in spain.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/f452752cbd654862bbf24312dfce3aff
work_keys_str_mv	AT rosariolopezgavira ispedagogicaltraininganessentialrequirementforinclusiveeducationthecaseoffacultymembersintheareaofsocialandlegalsciencesinspain AT inmaculadaorozco ispedagogicaltraininganessentialrequirementforinclusiveeducationthecaseoffacultymembersintheareaofsocialandlegalsciencesinspain AT anadomenech ispedagogicaltraininganessentialrequirementforinclusiveeducationthecaseoffacultymembersintheareaofsocialandlegalsciencesinspain
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Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.

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