Factors that influence the university's inclusive educational processes: perceptions of university professors

Abstract

Background: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student.

Aims: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students.

Methods and procedures: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors.

Outcomes and results: The university professors generally agree to perform inclusive actions in their teaching-learning process, although a significant association between variables.

Conclusions and implications: The study includes a series of perceptions that may help other university professors to make their practice more inclusive.