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The impact of a faculty training program on inclusive education and disability

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  • Moriña, Anabel
  • Carballo, Rafael

Abstract

This paper describes the knowledge gained by 20 faculty members following their participation in a training program on inclusive education and disability. The study, which was conducted at an university in Spain, aimed to design, implement and evaluate a program for training faculty members to respond in an inclusive manner to the needs of students with disabilities. An initial, formative and summative qualitative evaluation was carried out and four instruments were used for collecting the data: group and individual interviews, written open-ended questionnaires and observations. The data were analyzed inductively, using a category and code system. The results reveal that, after the training program, faculty considered what they had learned to be useful for their professional practice and highlighted that they felt better-informed and better-trained in relation to disability and were more aware of the needs of students with disabilities. Finally, in the conclusions section, the paper discusses the results in relation to those reported by other studies, and offers some recommendations for universities planning to implement training policies designed to build more inclusive learning environments.

Suggested Citation

  • Moriña, Anabel & Carballo, Rafael, 2017. "The impact of a faculty training program on inclusive education and disability," Evaluation and Program Planning, Elsevier, vol. 65(C), pages 77-83.
    • Handle: RePEc:eee:epplan:v:65:y:2017:i:c:p:77-83
    DOI: 10.1016/j.evalprogplan.2017.06.004
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    References listed on IDEAS

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    1. Celik, Halime & Abma, Tineke A. & Klinge, Ineke & Widdershoven, Guy A.M., 2012. "Process evaluation of a diversity training program: The value of a mixed method strategy," Evaluation and Program Planning, Elsevier, vol. 35(1), pages 54-65.
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    Cited by:

    1. Camelia Stăiculescu & Violeta Mihaela Dincă & Andreea Gheba, 2022. "Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    2. Alexandra Maftei & Alois Ghergut, 2021. "Spontaneous Representations of Disability and Attitudes toward Inclusive Educational Practices: a Mixed Approach," Postmodern Openings, Editura Lumen, Department of Economics, vol. 12(2), pages 18-39, July.
    3. Maria Papadakaki & Anastasia Maraki & Nikolaos Bitsakos & Joannes Chliaoutakis, 2022. "Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    4. Laura Martín Martínez & Esther Vela Llauradó, 2020. "Questionnaire on the Training Profile of a Learning Therapy Specialist: Creation and Validation of the Instrument," Sustainability, MDPI, vol. 12(21), pages 1-20, November.

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