Attention to disability in the training and accreditation of university teaching staff

Abstract

The role of teachers in the process of inclusion of students with disabilities is key, both in the educational stages prior to starting at the university, as well as in their entry and permanence and, therefore, their training in this regard is also key. Despite this, the percentage of university professors who receive training on inclusion and attention to students with disabilities is very low, and the actions undertaken by universities are scarce, which constitutes a major obstacle to identify the specific needs required by these students and to establish, develop and formulate changes in the teaching and learning process. This work aims to know the assessment of university students on the adaptation of materials, methodology, evaluation criteria and flexibility of the academic tasks carried out by teachers in the classrooms to attend students with disabilities and verify possible differences depending on of sex, contact with the disability and branch of knowledge. We worked with a quantitative and descriptive approach, and a sample of 1,099 undergraduate students selected through a non-probabilistic convenience sampling, to whom a questionnaire was applied. The main results emphasize that teachers, whenever possible, make the delivery of work more flexible and adapt the materials, methodology and evaluation to the needs of students with disabilities and it is concluded that the training of university teachers on this matter is necessary, and that it should It is also a key element to consider in the processes for its accreditation.