Understanding Professors’ and Students with Disabilities’ Perceptions of Inclusive Higher Education: A Systematic Literature Review
This systematic literature review explores professors’ role in implementing inclusive education for students with disabilities in higher education. Findings from 22 articles reveal diverse barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While prof...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2023 |
| País: | España |
| Recursos: | Universidad de Murcia |
| Repositorio: | RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén |
| OAI Identifier: | oai:dnet:ruja________::bf60d6d2a401a71a1bbec487756e966e |
| Acesso em linha: | https://doi.org/10.1080/08856257.2023.2294238 https://hdl.handle.net/10953/7743 |
| Access Level: | acceso abierto |
| Palavra-chave: | Conceptions disability higher education inclusive education systematic review 0885-6257 |
| Resumo: | This systematic literature review explores professors’ role in implementing inclusive education for students with disabilities in higher education. Findings from 22 articles reveal diverse barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While professors express positive intentions, practical implementation often falters, hence indicating a need for comprehensive training programs. The review highlights the transformative potential of such training programs, fostering a shift from the medical model to a more inclusive framework. This paper underscores the need for universities to invest in faculty development and take a collective approach involving all the stakeholders in order to dismantle barriers. The call to action also includes sustained conversation and research undertakings in the Latin American context, to enhance inclusive practices and support students with disabilities in higher education. |
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