Learning from faculty members who carry out inclusive pedagogy in Spanish universities: the importance of accessible methodologies and resources

Abstract

Access to higher education (HE) for students with disabilities has increased considerably over the last decades. Faced with this reality, universities are increasing their effort and resources to provide adequate teaching in order to ensure the retention of students with disabilities (Collins et al., 2018; Gunderson & Cumming, 2023). However, there are still difficulties, such as a lack of accessibility and adaptations in teaching methods, as well as educational resources and assessments that prevent many students with disabilities from successfully completing their studies (Packer et al., 2024; Parsons et al., 2021; Shpigelman et al., 2022). Scientific evidence shows the way forward to design university policies based on the principles of inclusive education. A large number of studies recommend that HE should maximise learning and participation and make them accessible to all students, without exception (Agarwal et al., 2022; Fernández-Batanero et al., 2022; Moriña & Orozco, 2022). Precisely, this paper aims to contribute to the knowledge about inclusive pedagogy through the voice of a group of faculty members who were identified as inclusive educators by their students with disabilities. This study shows the fundamental aspects that participants consider when designing and carrying out teaching practices that respond to the needs of all their students, including students with disabilities.