Ajustes razonables en la universidad. Creencias, prácticas y dificultades para llevarlos a cabo desde la voz de docentes inclusivos
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May 10, 2021
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Resumen
Las universidades españolas tienen el gran reto de garantizar los principios de igualdad de oportunidades, no discriminación y accesibilidad de todos los estudiantes. Este estudio se centra en conocer las creencias y acciones del profesorado universitario para responder a las necesidades del alumnado con discapacidad, así como en detectar las necesidades del profesorado para realizar modificaciones en sus asignaturas. Participaron 42 docentes seleccionados como inclusivos por un grupo de estudiantes con discapacidad. Todos ellos pertenecían a 6 universidades públicas españolas e impartían docencia en la Facultad de Ciencias de la Educación. Se llevó a cabo un diseño cualitativo basado en el método biográfico. Los resultados evidencian que el profesorado presenta una actitud generalmente positiva hacia la realización de ajustes razonables en el aula y los ajustes razonables más aplicados son aquellos referidos al acceso al currículum. Se identifican algunas necesidades para seguir avanzando en materia de inclusión en Educación Superior.
Palabras clave:
Concepciones
,
Prácticas docentes
,
Ajustes Razonables
,
Pedagogía Inclusiva
,
Educación Superior
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Cómo citar
Sánchez Díaz, M. N. (2021). Ajustes razonables en la universidad. Creencias, prácticas y dificultades para llevarlos a cabo desde la voz de docentes inclusivos. Revista De Fomento Social, (299), 60-89. https://doi.org/10.32418/rfs.2021.299.4581
Sección
Estudios
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ABDELLA, A. S. (2018). “Instructors’ Willingness to Provide Instructional Accommodations for Students with Disabilities in Selected Universities of Ethiopia”. International Journal of Inclusive Education, 22, 671–682. https://doi.org/10.1080/13603116.2017.1396501
ALCANTUD, F., ÁVILA, V., y ASENSI, M, C. (2000). Integración de estudiantes con discapacidad en los estudios superiores. Valencia: Universitat de València. Recuperado de: http://sapdu.unizar.es/sites/default/files/108610_A4B3DF5Cd01.pdf
BANKS, J. (2019). “Are We Ready: Faculty Perceptions of Postsecondary Students with Learning Disabilities at a Historically Black University”. Journal of Diversity in Higher Education, 12(4), 297–306. https://doi.org/10.1037/dhe0000100
BOOTHE, K. A., LOHMANN, M. J., DONNELL, K. A., & HALL, D. D. (2018). “Applying the Principles of Universal Design for Learning (UDL) in the College Classroom”. The Journal of Special Education Aprenticeship, 7(3), 1–13.
BUNBURY, S. (2020). “Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum?”. International Journal of Inclusive Education, 24(9), 964–979. https://doi.org/10.1080/13603116.2018.1503347
CAST (2018). Universal design for learning guidelines. Version 2.2. Wakefield, MA. Recuperado de: http://udlguidelines.cast.org/
DALTON, E. M., (2017). “Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence”. Journal of Media Literacy Education, 9(2), 17–29. https://doi.org/10.23860/JMLE-2019-09-02-02
DEBRAND, C. C., & SALZBERG, C. L. (2005). “A Validated Curriculum to Provide Training to Faculty regarding Students with Disabilities in Higher Education”. Journal of Postsecondary Education and Disability, 18(1), 49–61. Recuperado de: https://files.eric.ed.gov/fulltext/EJ846380.pdf
DEFEZ, A. (2005). “¿Qué es una creencia?”. Logos. Anales Del Seminario De Metafísica, 38, 199–221. Recuperado de: https://revistas.ucm.es/index.php/ASEM/article/view/ASEM0505110199A/15904
ELBEHERI, G., EVERATT, J., THEOFANIDES, F., MAHFOUDHI, A., & AL MUHAREB, K. (2018). “Attitudes of academics to special needs accommodations in Kuwait”. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2018.1508517
FICHTEN, C. S., HEIMAN, T., HAVEL, A., JORGENSEN, M., BUDD, J., & KING, L. (2016). “Sustainability of Disability–Related Services in Canada and Israel: Will the Real Universal Design Please Stand Up?”. Exceptionality Education International, 26(1), 19–35. https://doi.org/10.5206/eei.v26i1.7733
FLEET, C., & KONDRASHOV, O. (2019). “Universal Design on University Campuses: A Literature Review”. Exceptionality Education International, 29(1), 136–148. Recuperado de: https://ojs.lib.uwo.ca/index.php/eei/article/view/11125/8803
FLORIAN, L. (2014). “What counts as evidence of inclusive education?” European Journal of Special Needs Education, 29(3), 286–295. doi:10.1080/08856257.2014.933551
FUNDACIÓN UNIVERSIA (2018). “Universidad y Discapacidad. IV Estudio sobre el grado de inclusión del sistema universitario español respecto de la realidad de la discapacidad”. https://www.cermi.es/sites/default/files/docs/colecciones/Fundacion_IVEstudio_AAFF.pdf
GAIRÍN, J., MUÑOZ, J. L, GALÁN–MAÑAS, A., FERNÁNDEZ, M., y SANAHUJA, J. (2013). “El plan de acción tutorial para estudiantes universitarios con discapacidad”. Revista nacional e internacional de educación inclusiva, 6(3), 89–108. Recuperado de: https://ddd.uab.cat/pub/artpub/2013/147497/revnacint_a2013v6n3p89.pdf
GALE, T., & MILLS, C. (2013). “Creating Spaces in Higher Education for Marginalised Australians: Principles for Socially Inclusive Pedagogies”. Enhancing Learning in the Social Sciences, 5(2), 7–19. https://doi.org/10.11120/elss.2013.00008
GIBSON, S. (2015). “When Rights Are Not Enough: What is? Moving towards New Pedagogy for Inclusive Education within UK Universities”. International Journal of Inclusive Education, 19(8), 875–886. http://dx.doi.org/10.1080/13603116.2015.1015177
GREENBERGER, L. (2016). “Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute”. Learning Disabilities: A Multidisciplinary Journal, 21(1), 1–13. https://doi.org/10.18666/LDMJ-2016-V21-I1-6814
HONG, B. S. (2015). “Qualitative analysis of the barriers college students with disabilities experience in higher education”. Journal of College Student Development, 56(3), 209–226. http://dx.doi.org/10.1353/csd.2015.0032
HROMALIK, C. D., MYHILL, W. N., & CARR, N. R. (2020). “ALL Faculty Should Take This”: A Universal Design for Learning Training for Community College Faculty”. TechTrends: Linking Research and Practice to Improve Learning, 64(1), 91–104. https://doi.org/10.1007/s11528-019-00439-6
HSIAO, F., BURGSTAHLER, S., JOHNSON, T., NUSS, D., & DOHERTY, M. (2019). “Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)”. Journal of Postsecondary Education and Disability, 32(1), 91–99. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1217448.pdf
KIOKO, V., & MAKOELLE, T. (2014). “Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University”. International Education Studies, 7(6), 106–116. http://dx.doi.org/10.5539/ies.v7n6p106
LANGØRGEN, E., & MAGNUS, E. (2018). “We are just ordinary people working hard to reach our goals! Disabled students’ participation in Norwegian higher education”. Disability & Society, 33(4), 598–617. https://doi.org/10.1080/09687599.2018.1436041
Ley Orgánica 4/2007, de 12 de abril, de universidades. Boletín Oficial del Estado, núm. 89, de 13 de abril de 2007, pp. 16241 a 16260. Recuperado de: https:// www.boe.es/buscar/doc.php?id=BOE-A-2007-7786
LIGHTFOOT, A., JANEMI, R., & RUDMAN, D. L. (2018). “Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review”. Journal of Postsecondary Education and Disability, 31(1), 57–74. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1182368.pdf
LOMBARDI, A., MURRAY, C., & DALLAS, B. (2013). “University Faculty Attitudes toward Disability and Inclusive Instruction: Comparing Two Institutions”. Journal of Postsecondary Education and Disability, 26(3), 221–232. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1026882.pdf
MELERO, N., MORIÑA, A., y PERERA, V. H. (2019). “Acciones del profesorado para
una práctica inclusiva en la universidad”. Revista Brasileira de Educaçao, 24, e240016. http://dx.doi.org/10.1590/s1413-24782019240016
MEYER, A., ROSE, D. H., & GORDON, D. (2014). Universal Design for Learning: Theory & Practice. CAST Professional Publishing.
MILES, M. B., & HUBERMAN, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Ed). Sage Publications.
MORIÑA, A. (2020). “Approaches to Inclusive Pedagogy: A Systematic Literature Review”. Pedagogika, 140(4), 134–154. https://doi .org/10 .15823/p .2020 .140
MORIÑA, A., CORTÉS–VEGA, M. D., & MOLINA, V. M. (2015). “Faculty training: An Unavoidable Requirement for Approaching More Inclusive University Classrooms”. Teaching in Higher Education, 20(8), 795–806. https://doi.org/10.1080/13562517.2015.1085855
MORIÑA, A. y CARBALLO, R. (2018). “Profesorado Universitario y educación inclusiva: respondiendo a sus necesidades de formación”. Psicologia Escolar e Educacional, 22(Núm. Especial), 87–95. http://dx.doi.org/10.1590/2175-35392018053
MORIÑA, A., PERERA, V. H., & MELERO, A. (2020). “Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities”. British Journal of Special Education, 47(1), 6–23. https://doi.org/10.1111/1467-8578.12261
MBUVHA, T. (2019) “Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda”. Journal of Student Affairs in Africa, 7(2), 57–73. https://doi.org/10.24085/jsaa.v7i2.3825
Real Decreto 1791/2010, de 30 de diciembre, por el que se aprueba el Estatuto del Estudiante Universitario. Boletín Oficial del Estado, núm. 318, de 31 de diciembre de 2010, pp.109353 a 109380. Recuperado de: https://www.boe.es/eli/es/rd/2010/12/30/1791
Real Decreto Legislativo 1/2013, de 29 de noviembre, por el que se aprueba el Texto Refundido de la Ley General de derechos de las personas con discapacidad y de su inclusión social. Boletín Oficial del Estado, núm. 289, de 3 de diciembre de 2013, pp. 95635 a 95673. Recuperado de: https://www.boe.es/eli/es/rdlg/2013/11/29/1/dof/spa/pdf
RODESILER, C., & MCGUIRE, J. (2015). “Ideas in Practice: Professional Development to Promote Universal Design for Instruction”. Journal of Developmental Education, 38(2), 24–31. Recuperado de: http://www.jstor.org/stable/24614043
ROUSE, M. (2009). “Developing inclusive practice: a role for teachers and teacher education”. Education in the North, 16, 6–13.
SANDOVAL, M., MORGADO, B., & DOMÉNECH, A. (2020). “University students with disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments”, Disability & Society. https://doi.org/10.1080/09687599.2020.1751078
SAPDU (2017). Guía de Adaptaciones en la Universidad. Recuperado de: http://sapdu.unizar.es/sites/default/files/Guia%20de%20adaptaciones_DIGITAL.pdf
SCHREIBER, J. (2017). “Universal Design for Learning: A Student–Centered Curriculum Perspective”. Curriculum and Teaching, 32(2), 89–98. https://doi.org/10.7459/ct/32.2.06
SCHREUER, N., & SACHS, D. (2014). “Efficacy of accommodations for students with disabilities in higher Education. Journal of Vocational Rehabilitation, 40(1), 27–40. doi:10.3233/JVR–130665
SEALE, J., COLWELL, C., COUGHLAN, T., HEIMAN, T., KASPI–TSAHOR, D., & OLENIK–SHEMESH, D. (2020). “‘Dreaming in colour’: disabled higher Education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies. Education and Information Technologies”. https://doi.org/10.1007/s10639-020-10329-7
TOUTAIN, C. (2019). “Barriers to Accommodations for Students with Disabilities in Higher Education: A Literature Review”. Journal of Postsecondary Education and Disability, 32(3), 297–310. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1236832.pdf
ALCANTUD, F., ÁVILA, V., y ASENSI, M, C. (2000). Integración de estudiantes con discapacidad en los estudios superiores. Valencia: Universitat de València. Recuperado de: http://sapdu.unizar.es/sites/default/files/108610_A4B3DF5Cd01.pdf
BANKS, J. (2019). “Are We Ready: Faculty Perceptions of Postsecondary Students with Learning Disabilities at a Historically Black University”. Journal of Diversity in Higher Education, 12(4), 297–306. https://doi.org/10.1037/dhe0000100
BOOTHE, K. A., LOHMANN, M. J., DONNELL, K. A., & HALL, D. D. (2018). “Applying the Principles of Universal Design for Learning (UDL) in the College Classroom”. The Journal of Special Education Aprenticeship, 7(3), 1–13.
BUNBURY, S. (2020). “Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum?”. International Journal of Inclusive Education, 24(9), 964–979. https://doi.org/10.1080/13603116.2018.1503347
CAST (2018). Universal design for learning guidelines. Version 2.2. Wakefield, MA. Recuperado de: http://udlguidelines.cast.org/
DALTON, E. M., (2017). “Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence”. Journal of Media Literacy Education, 9(2), 17–29. https://doi.org/10.23860/JMLE-2019-09-02-02
DEBRAND, C. C., & SALZBERG, C. L. (2005). “A Validated Curriculum to Provide Training to Faculty regarding Students with Disabilities in Higher Education”. Journal of Postsecondary Education and Disability, 18(1), 49–61. Recuperado de: https://files.eric.ed.gov/fulltext/EJ846380.pdf
DEFEZ, A. (2005). “¿Qué es una creencia?”. Logos. Anales Del Seminario De Metafísica, 38, 199–221. Recuperado de: https://revistas.ucm.es/index.php/ASEM/article/view/ASEM0505110199A/15904
ELBEHERI, G., EVERATT, J., THEOFANIDES, F., MAHFOUDHI, A., & AL MUHAREB, K. (2018). “Attitudes of academics to special needs accommodations in Kuwait”. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2018.1508517
FICHTEN, C. S., HEIMAN, T., HAVEL, A., JORGENSEN, M., BUDD, J., & KING, L. (2016). “Sustainability of Disability–Related Services in Canada and Israel: Will the Real Universal Design Please Stand Up?”. Exceptionality Education International, 26(1), 19–35. https://doi.org/10.5206/eei.v26i1.7733
FLEET, C., & KONDRASHOV, O. (2019). “Universal Design on University Campuses: A Literature Review”. Exceptionality Education International, 29(1), 136–148. Recuperado de: https://ojs.lib.uwo.ca/index.php/eei/article/view/11125/8803
FLORIAN, L. (2014). “What counts as evidence of inclusive education?” European Journal of Special Needs Education, 29(3), 286–295. doi:10.1080/08856257.2014.933551
FUNDACIÓN UNIVERSIA (2018). “Universidad y Discapacidad. IV Estudio sobre el grado de inclusión del sistema universitario español respecto de la realidad de la discapacidad”. https://www.cermi.es/sites/default/files/docs/colecciones/Fundacion_IVEstudio_AAFF.pdf
GAIRÍN, J., MUÑOZ, J. L, GALÁN–MAÑAS, A., FERNÁNDEZ, M., y SANAHUJA, J. (2013). “El plan de acción tutorial para estudiantes universitarios con discapacidad”. Revista nacional e internacional de educación inclusiva, 6(3), 89–108. Recuperado de: https://ddd.uab.cat/pub/artpub/2013/147497/revnacint_a2013v6n3p89.pdf
GALE, T., & MILLS, C. (2013). “Creating Spaces in Higher Education for Marginalised Australians: Principles for Socially Inclusive Pedagogies”. Enhancing Learning in the Social Sciences, 5(2), 7–19. https://doi.org/10.11120/elss.2013.00008
GIBSON, S. (2015). “When Rights Are Not Enough: What is? Moving towards New Pedagogy for Inclusive Education within UK Universities”. International Journal of Inclusive Education, 19(8), 875–886. http://dx.doi.org/10.1080/13603116.2015.1015177
GREENBERGER, L. (2016). “Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute”. Learning Disabilities: A Multidisciplinary Journal, 21(1), 1–13. https://doi.org/10.18666/LDMJ-2016-V21-I1-6814
HONG, B. S. (2015). “Qualitative analysis of the barriers college students with disabilities experience in higher education”. Journal of College Student Development, 56(3), 209–226. http://dx.doi.org/10.1353/csd.2015.0032
HROMALIK, C. D., MYHILL, W. N., & CARR, N. R. (2020). “ALL Faculty Should Take This”: A Universal Design for Learning Training for Community College Faculty”. TechTrends: Linking Research and Practice to Improve Learning, 64(1), 91–104. https://doi.org/10.1007/s11528-019-00439-6
HSIAO, F., BURGSTAHLER, S., JOHNSON, T., NUSS, D., & DOHERTY, M. (2019). “Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)”. Journal of Postsecondary Education and Disability, 32(1), 91–99. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1217448.pdf
KIOKO, V., & MAKOELLE, T. (2014). “Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University”. International Education Studies, 7(6), 106–116. http://dx.doi.org/10.5539/ies.v7n6p106
LANGØRGEN, E., & MAGNUS, E. (2018). “We are just ordinary people working hard to reach our goals! Disabled students’ participation in Norwegian higher education”. Disability & Society, 33(4), 598–617. https://doi.org/10.1080/09687599.2018.1436041
Ley Orgánica 4/2007, de 12 de abril, de universidades. Boletín Oficial del Estado, núm. 89, de 13 de abril de 2007, pp. 16241 a 16260. Recuperado de: https:// www.boe.es/buscar/doc.php?id=BOE-A-2007-7786
LIGHTFOOT, A., JANEMI, R., & RUDMAN, D. L. (2018). “Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review”. Journal of Postsecondary Education and Disability, 31(1), 57–74. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1182368.pdf
LOMBARDI, A., MURRAY, C., & DALLAS, B. (2013). “University Faculty Attitudes toward Disability and Inclusive Instruction: Comparing Two Institutions”. Journal of Postsecondary Education and Disability, 26(3), 221–232. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1026882.pdf
MELERO, N., MORIÑA, A., y PERERA, V. H. (2019). “Acciones del profesorado para
una práctica inclusiva en la universidad”. Revista Brasileira de Educaçao, 24, e240016. http://dx.doi.org/10.1590/s1413-24782019240016
MEYER, A., ROSE, D. H., & GORDON, D. (2014). Universal Design for Learning: Theory & Practice. CAST Professional Publishing.
MILES, M. B., & HUBERMAN, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Ed). Sage Publications.
MORIÑA, A. (2020). “Approaches to Inclusive Pedagogy: A Systematic Literature Review”. Pedagogika, 140(4), 134–154. https://doi .org/10 .15823/p .2020 .140
MORIÑA, A., CORTÉS–VEGA, M. D., & MOLINA, V. M. (2015). “Faculty training: An Unavoidable Requirement for Approaching More Inclusive University Classrooms”. Teaching in Higher Education, 20(8), 795–806. https://doi.org/10.1080/13562517.2015.1085855
MORIÑA, A. y CARBALLO, R. (2018). “Profesorado Universitario y educación inclusiva: respondiendo a sus necesidades de formación”. Psicologia Escolar e Educacional, 22(Núm. Especial), 87–95. http://dx.doi.org/10.1590/2175-35392018053
MORIÑA, A., PERERA, V. H., & MELERO, A. (2020). “Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities”. British Journal of Special Education, 47(1), 6–23. https://doi.org/10.1111/1467-8578.12261
MBUVHA, T. (2019) “Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda”. Journal of Student Affairs in Africa, 7(2), 57–73. https://doi.org/10.24085/jsaa.v7i2.3825
Real Decreto 1791/2010, de 30 de diciembre, por el que se aprueba el Estatuto del Estudiante Universitario. Boletín Oficial del Estado, núm. 318, de 31 de diciembre de 2010, pp.109353 a 109380. Recuperado de: https://www.boe.es/eli/es/rd/2010/12/30/1791
Real Decreto Legislativo 1/2013, de 29 de noviembre, por el que se aprueba el Texto Refundido de la Ley General de derechos de las personas con discapacidad y de su inclusión social. Boletín Oficial del Estado, núm. 289, de 3 de diciembre de 2013, pp. 95635 a 95673. Recuperado de: https://www.boe.es/eli/es/rdlg/2013/11/29/1/dof/spa/pdf
RODESILER, C., & MCGUIRE, J. (2015). “Ideas in Practice: Professional Development to Promote Universal Design for Instruction”. Journal of Developmental Education, 38(2), 24–31. Recuperado de: http://www.jstor.org/stable/24614043
ROUSE, M. (2009). “Developing inclusive practice: a role for teachers and teacher education”. Education in the North, 16, 6–13.
SANDOVAL, M., MORGADO, B., & DOMÉNECH, A. (2020). “University students with disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments”, Disability & Society. https://doi.org/10.1080/09687599.2020.1751078
SAPDU (2017). Guía de Adaptaciones en la Universidad. Recuperado de: http://sapdu.unizar.es/sites/default/files/Guia%20de%20adaptaciones_DIGITAL.pdf
SCHREIBER, J. (2017). “Universal Design for Learning: A Student–Centered Curriculum Perspective”. Curriculum and Teaching, 32(2), 89–98. https://doi.org/10.7459/ct/32.2.06
SCHREUER, N., & SACHS, D. (2014). “Efficacy of accommodations for students with disabilities in higher Education. Journal of Vocational Rehabilitation, 40(1), 27–40. doi:10.3233/JVR–130665
SEALE, J., COLWELL, C., COUGHLAN, T., HEIMAN, T., KASPI–TSAHOR, D., & OLENIK–SHEMESH, D. (2020). “‘Dreaming in colour’: disabled higher Education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies. Education and Information Technologies”. https://doi.org/10.1007/s10639-020-10329-7
TOUTAIN, C. (2019). “Barriers to Accommodations for Students with Disabilities in Higher Education: A Literature Review”. Journal of Postsecondary Education and Disability, 32(3), 297–310. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1236832.pdf