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Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

Author

Listed:
  • Víctor H. Perera

    (Department of Teaching and Organization of Education, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Anabel Moriña

    (Department of Teaching and Organization of Education, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Nieves Sánchez-Díaz

    (Department of Developmental and Educational Psychology, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Yolanda Spinola-Elias

    (Department of Drawing, Faculty of Fine Arts, University of Seville, 41013 Seville, Spain)

Abstract

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

Suggested Citation

  • Víctor H. Perera & Anabel Moriña & Nieves Sánchez-Díaz & Yolanda Spinola-Elias, 2021. "Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members," Sustainability, MDPI, vol. 13(9), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4755-:d:542094
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    References listed on IDEAS

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    1. Sheryl Burgstahler, 2015. "Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities," Social Inclusion, Cogitatio Press, vol. 3(6), pages 69-79.
    2. Emilio Abad-Segura & Mariana-Daniela González-Zamar & Juan C. Infante-Moro & Germán Ruipérez García, 2020. "Sustainable Management of Digital Transformation in Higher Education: Global Research Trends," Sustainability, MDPI, vol. 12(5), pages 1-24, March.
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    Cited by:

    1. Saheb, Tahereh & Saheb, Tayebeh, 2023. "Topical review of artificial intelligence national policies: A mixed method analysis," Technology in Society, Elsevier, vol. 74(C).
    2. Pedro Aceituno-Aceituno & Patricia Madrigal-Barrón & Susana Vázquez-López & Alba García-Barrera, 2023. "Organization and planning of university faculty training in virtual classrooms for the inclusion of people with disabilities," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    3. Maria de las Nieves Sanchez-Diaz & Beatriz Morgado, 2023. "Democratizing Higher Education: The Use of Educational Technologies to Promote the Academic Success of University Students with Disabilities," Societies, MDPI, vol. 13(3), pages 1-13, March.

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