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dc.contributor.author | Moriña Diez, Anabel![]() |
es_ES |
dc.contributor.author | López Gavira, Rosario![]() |
es_ES |
dc.contributor.author | Melero Aguilar, Noelia![]() |
es_ES |
dc.contributor.author | Cortés Vega, Mª Dolores![]() |
es_ES |
dc.contributor.author | Molina Romo, Víctor Manuel![]() |
es_ES |
dc.date.accessioned | 2020-04-03T09:06:23Z | |
dc.date.available | 2020-04-03T09:06:23Z | |
dc.date.issued | 2013-12-29 | |
dc.identifier.issn | 1887-4592 | |
dc.identifier.uri | http://hdl.handle.net/10251/140073 | |
dc.description.abstract | [ES] El propósito de este artículo es estudiar, desde la perspectiva del alumnado con discapacidad, cómo el profesorado a través de sus actitudes, proyectos docentes, adaptaciones curriculares, desarrollo de la acción tutorial y formación puede contribuir o no, a la inclusión del alumnado en la Universidad. Los resultados de este trabajo se enmarcan dentro de un Proyecto de Investigación más amplio que se está desarrollando en la Universidad de Sevilla1 . El objetivo global de dicho proyecto es analizar las barreras y ayudas que los estudiantes identifican en su acceso, trayectoria y resultados en la Universidad. Aunque en el estudio se tiene en cuenta tanto la perspectiva institucional como de aula, en este trabajo tan solo nos centramos en la figura del docente universitario, en cuanto a barreras y ayudas identificadas en la respuesta al alumnado con discapacidad. La metodología empleada para el desarrollo del estudio ha sido la biográfico-narrativa, obteniéndose los datos a través de diversas técnicas de recogida de información: grupos de discusión, entrevistas en profundidad, observaciones en las aulas, fotografías, biogramas, etc. Los principales resultados obtenidos se dividen en los siguientes bloques: (1) Actitudes del profesor frente al alumnado con discapacidad (2) Prácticas de inclusión y de exclusión dentro del aula (3) adaptaciones curriculares (4) Tutorías y (5) Formación del profesorado. Dentro de las conclusiones del artículo destaca la idea de que el avance en la respuesta inclusiva al alumnado con discapacidad implica una oportunidad para mejorar las instituciones universitarias, por ello, las Universidades deberían proporcionar respuestas proactivas y no reactivas. | es_ES |
dc.description.abstract | [EN] The purpose of this article is to study, from the perspective of disabled students, how teachers may or may not contribute towards the integration of students at University through teacher’s attitudes, teaching projects, curricular adaptations and development of tutorial action and training. The results of this work are part of a broader research project that is being carried out at the University of Seville2 . The overall goal of this project is to analyse the barriers and supports that students identify in their access, experience and results at University. Although the study takes into account both the institutional and the classroom perspective, in this article we only consider the figure of the university teacher, as far as identified barriers and supports in responding to disabled students are concerned.The biographical-narrative methodology has been applied for the development of this study, obtaining data through different techniques of information collection: groups of discussion, indepth interviews, observations in the classrooms, photographs, biograms, etc. The main obtained results are divided into the following blocks: (1) Attitudes of the teacher towards disabled students, (2) Inclusion and exclusion practices in the classroom, (3) curricular adaptations, (4) tutorials and (5) teacher training. The progress in the inclusive response to disabled students as a chance to improve university institutions is a highlighted idea among the conclusions of the article; thus universities should provide proactive answers rather than reactive ones . | es_ES |
dc.language | Español | es_ES |
dc.publisher | Universitat Politècnica de València | es_ES |
dc.relation.ispartof | REDU. Revista de Docencia Universitaria | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Disabled Students | es_ES |
dc.subject | University Teachers | es_ES |
dc.subject | Barriers | es_ES |
dc.subject | Supports | es_ES |
dc.subject | Biographicalnarrative Methodology | es_ES |
dc.subject | Enseñanza Superior | es_ES |
dc.subject | Estudiantes con discapacidad | es_ES |
dc.subject | Profesorado universitario | es_ES |
dc.subject | Barreras | es_ES |
dc.subject | Ayudas | es_ES |
dc.subject | Metodología biográfico-narrativa | es_ES |
dc.title | El profesorado en la universidad ante el alumnado con discapacidad: ¿Tendiendo puentes o levantando muros? | es_ES |
dc.title.alternative | University teachers facing students with disabilities: Building bridges or erecting barriers? | es_ES |
dc.type | Artículo | es_ES |
dc.identifier.doi | 10.4995/redu.2013.5537 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Moriña Diez, A.; López Gavira, R.; Melero Aguilar, N.; Cortés Vega, MD.; Molina Romo, VM. (2013). El profesorado en la universidad ante el alumnado con discapacidad: ¿Tendiendo puentes o levantando muros?. REDU. Revista de Docencia Universitaria. 11(3):423-442. https://doi.org/10.4995/redu.2013.5537 | es_ES |
dc.description.accrualMethod | OJS | es_ES |
dc.relation.publisherversion | https://doi.org/10.4995/redu.2013.5537 | es_ES |
dc.description.upvformatpinicio | 423 | es_ES |
dc.description.upvformatpfin | 442 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.description.volume | 11 | es_ES |
dc.description.issue | 3 | es_ES |
dc.identifier.eissn | 1887-4592 | |
dc.relation.pasarela | OJS\5537 | es_ES |
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