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This paper studies barriers and support affecting access, experience and performance as identified by students with disabilities at the University of Seville. Biographical-narrative research methodology is employed and the study is limited to an analysis of the design and development of subjects across the curriculum. Findings, which give voice to the students themselves, are organized in four topic areas: subject structure, methodology, tutorials, and assessment. The paper concludes with a review and discussion of key findings as well as suggestions for improvement and policy-making. [ABSTRACT FROM AUTHOR]

The present study, framed in the context of the I+D+i project on "Inclusive Teaching Practices with Emerging Technologies (m-learning): Design, Development and Evaluation of a Faculty Training Program" (US-1381423), analyzes university faculty experiences in responding to the needs of students with disabilities, as well as the difficulties that arise in this work. To carry out the study, we conducted semistructured group and individual interviews with twenty faculty members. We then analyzed the data through an inductive system of categories and codes. The results of this work describe teachers' actions in response to the educational needs of students with disabilities. The conclusions indicate the need for training in disability issues, while the university is urged to extend a firm institutional commitment to supporting and training faculty. [ABSTRACT FROM AUTHOR]

When research involves people, ethics are fundamental. In the health and social sciences, when qualitative methodologies are used, in addition to ensuring an ethical process approved by the ethics review board, it is also necessary to guarantee an ethical practice capable of responding adequately to the complex questions and dilemmas which arise as the study progresses. This theoretical article analyses some of the most sensitive issues involved in qualitative research and discusses the following questions: (a) How should ethics be approached when working with vulnerable groups? (b) Is informed consent enough? (c) Should we rethink anonymity? (d) What is the difference between confidentiality and anonymity? (e) What exactly do we mean by relational ethics? (f) How can we avoid hurting people, yet remain honest? In the conclusions, we discuss some basic aspects for ensuring ethical studies. This paper, therefore, may be of interest to all health and social researchers concerned about ensuring that their studies comply with ethical principles which recognise, protect and respect participants' rights., (© 2020 John Wiley & Sons Ltd.)