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Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model

Author

Listed:
  • Nuria González-Castellano

    (Department of Pedagogy, University of Jaén, 23071 Jaén, Spain)

  • Eulogio Cordón-Pozo

    (Department of Business Organization II, University of Granada, 18071 Granada, Spain)

  • Silvia Pueyo-Villa

    (Department of Language and Education, European University of the Atlantic, 39011 Santander, Spain)

  • María Jesús Colmenero-Ruiz

    (Department of Pedagogy, University of Jaén, 23071 Jaén, Spain)

Abstract

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution.

Suggested Citation

  • Nuria González-Castellano & Eulogio Cordón-Pozo & Silvia Pueyo-Villa & María Jesús Colmenero-Ruiz, 2021. "Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4908-:d:544574
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    References listed on IDEAS

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    1. Anabel Moriña & Víctor H. Perera & Rafael Carballo, 2020. "Training Needs of Academics on Inclusive Education and Disability," SAGE Open, , vol. 10(3), pages 21582440209, September.
    2. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
    3. Clay M. Voorhees & Michael K. Brady & Roger Calantone & Edward Ramirez, 2016. "Discriminant validity testing in marketing: an analysis, causes for concern, and proposed remedies," Journal of the Academy of Marketing Science, Springer, vol. 44(1), pages 119-134, January.
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    Cited by:

    1. Majda Schmidt & Gregor Lešnjak & Joca Zurc, 2025. "Attitudes of University Teachers Towards the Educational Inclusion of Students with Special Educational Needs," Sustainability, MDPI, vol. 17(18), pages 1-25, September.
    2. Nieves Aquino-Llinares & Pilar Moreno-Navarro, 2022. "Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University," Sustainability, MDPI, vol. 14(14), pages 1-15, July.
    3. Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.

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