Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs

SANDOVAL, Marta; VÁZQUEZ, Carmen MÁRQUEZ; SIMON, Cecilia; SANDIGO, Alma M.

doi:10.1590/1980-54702020v26e0059

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Research Report • Rev. bras. educ. espec. 26 (4) • Oct-Dec 2020 • https://doi.org/10.1590/1980-54702020v26e0059 copy

Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs

Perspectivas de Alunos e Professores de Práticas de Ensino Inclusivas Em Programas de Formação de Professores

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.

KEYWORDS:
Higher Education; University faculty; College teaching; Universal design; Inclusion

Dimensions	Description Faculty members//students perceptions	Items in Interview to Faculty	Items in Questionnaire to Students
Identification and analysis of students' needs	Strategies and actions perceived by students to know the learning needs of students// strategies.	2, 3, 6, 9	16, 17, 20, 22, 23, 24
Accessibility to physical spaces and class resources and materials	Accommodations of content and evaluation as consideration of students' learning pacing / Accommodations perceived by students.	1, 4, 7, 8	1, 2, 3, 4, 5, 6, 7, 8, 13, 15
Strategies and methodologies for student engagement	Strategies and activities to engage students in the learning/ engagement strategies perceived by students.	5, 11, 12, 13	9, 10, 11, 12, 14, 19, 21,
Diversity as a resource	Faculties actions that demonstrate diversity as an instructional and cultural resource // Possibilities it offers for participation within the class	14, 15	18, 23, 25, 26

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Knows names of students	10.6	16.1	18.4	18.7	31.7	4.4
Collects relevant information of students	21.2	18.3	16.9	16.7	19.9	7.1
Demonstrates interests in students' cultures	7.5	14.7	20.1	22.7	23.2	11.8
Demonstrates considerations of religious practices	20.6	10.7	9.4	9.4	13.0	37.0
Gives equal attention to all students	6.9	15.8	25.9	24.4	24.8	2.1
Is available and approachable	1.7	10.7	30.4	27.1	23.0	7.1

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Access to lectures	0.3	4.3	20.9	40.6	32.5	1.4
Audiovisuals are subtitled	14.3	26.4	26.1	13.8	12.7	6.7
Materials are presented in different formats	2.6	13.3	26.8	35.4	21.3	0.5
Additional materials are available online for reinforcement	1.1	7.7	28.1	40.2	22.7	0.3
Equipment is easy to use	1.1	2.8	12.3	38.2	41.1	4.6
Physical spaces are adequate	4.6	7.2	12.3	31.7	43.6	0.6
College facilities are a safe environment	0.8	4.8	16.7	34.7	42.2	0.9

Items	Results %
	Never	Rarely	Sometimes	ManyTimes	Always	NS/C
Present core concepts	15.3	24.8	20.9	19.2	18.4	1.4
Place emphasis on key concepts	1.7	15.5	30.2	23.6	28.7	0.3
Pauses during lecture	4.6	15.5	29.9	27.3	22.1	0.6
Uses heterogeneous grouping	16.0	16.0	17.3	19.0	18.3	13.5
Provides informational guides	4.9	9.0	19.8	21.3	29.9	15.0
Adjust content to diversity of students	1.7	5.7	30.7	34	27.8	0.2
Provides sufficient time during testing	1.7	4.8	17.5	37.4	33.3	5.4
Uses multiple forms of evaluation	3.1	9.5	21.5	33.0	32.4	0.3

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Uses students' personal experiences to exemplify concepts	4.9	15.0	26.7	25.9	21.8	5.7
Connects learning to students' personal experiences	2.0	13.2	30.7	26.4	25.6	2.1
Structures opportunities for mainstream and non-mainstream students to collaborate	9.7	14.9	13.3	13.3	10.3	38.5
Develops intercultural competences	2.9	10.4	25.5	29.3	26.2	5.7
Encourage self-expression	1.4	4.8	18.9	33.4	40.6	0.9

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