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This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

This paper presents a study which aims to know what faculty members who develop inclusive pedagogy do to foster the inclusion of students with disability. Using a qualitative methodology, individual semi-structured interviews were conducted with 25 faculty members, who were recommended by their students with disabilities. The data were analyzed inductively through a categories and codes system. The results show the participants' experiences working with disabilities and the active and participatory methodological strategies used by the interviewees to ensure the participation of all the students, as well as some key elements to foster inclusion. Lastly, the participants offer some recommendations for other faculty members to move toward inclusion in the university. The conclusion section discusses the results of this work with those of previous studies, and offers some suggestions for further work in the scope of inclusive pedagogy and Higher Education. Faculty members need training and information on inclusive education to meet the needs of students with disabilities. Faculty members who develop inclusive pedagogy do not distinguish between students with and without disabilities, and treat all students in the same way. Active and participatory teaching methods are the most effective and beneficial for all students. Inclusive Faculty members recommend that other teachers become informed about disability, develop a good and close relationship with their students and value their abilities, not their limitations. [ABSTRACT FROM AUTHOR]

Providing an inclusive education to students with intellectual disability in higher education is an emerging challenge. This paper presents the results of a research study that analyses the perceptions of graduates from the Promentor Programme (Universidad Autónoma de Madrid, Spain). The study follows a phenomenological design and employs qualitative research methodology. Two focus groups are conducted, with 14 participants in total. The participants' perspective is structured around the following categories: (a) Quality of life and training received; (b) barriers encountered; (c) supports received; and (d) lecturers' competences. In general, participants give their experience a positive assessment in relation to aspects such as social inclusion, professional and personal development or self-esteem. The study's conclusions highlight the convenience of an inclusive and qualitative research design that will serve to hear the voices of persons with intellectual disability, as well as their perception of the positive impact of university education on their lives. This article focuses on the perspective of Spanish university students with intellectual disability in order to understand their perceptions of their training experience in an inclusive higher education course. An inclusive research design is adopted which seeks to give voice to people with intellectual disability not only as participants, but also as members of the research team. The study confirms that, from the students' perspective, university environments can be suitable for the education of students with intellectual disability; therefore, the creation of inclusive higher education programmes should be encouraged. University lecturers should receive training in inclusive education. Higher education institutions must take into account the voices of vulnerable groups of students in order to effectively eliminate existing barriers. [ABSTRACT FROM AUTHOR]

The number of studies on inclusive research involving people with learning disabilities is increasing. These studies address multiple factors that need better understanding, including the education and training of people with learning disabilities and factors that affect different aspects of the research process. This 18-month long study is part of the collaborative research conducted in Spain and carried out by a research team, which consists of both academics and non-academics with learning disabilities. The results demonstrate that inclusive research should be a dialogical practice that addresses significant and relevant issues concerning people with learning disabilities serving as researchers. The results also show that inclusive research is a formative practice that offers opportunities for debate, compromise, and the analysis of these topics. The education and training of people with learning disabilities are relevant topics in inclusive research. The study demonstrates the value of inclusive research based on collaborative relationships This study indicates that inclusive research should be a communicative process, open to the possibility of learning with and from other people. Research studies should address topics relevant to people with learning disabilities, including social inclusion. Inclusive research is an ongoing learning process that offers opportunities for debate and compromise. [ABSTRACT FROM AUTHOR]

People who have visual impairments exceed 250 million persons worldwide and represent an important cohort of museum visitors. However, they experience many constraints to participation in daily life. Few studies analyse the accessibility of museums to visitors with visual impairments, and many are confined to a single museum and to a small set of strategies for improving accessibility. This article aims to identify a broad set of strategies to increase the accessibility of museums to visitors with visual impairments and analyse the accessibility of museums in four European cities. Conclusions and implications for policy-makers and museum managers, designed to promote the creation of inclusive museums, are presented. [ABSTRACT FROM PUBLISHER]