Moriña Anabel, Carballo Rafael
Department of Teaching and Educational Organization, University of Seville, Pirotecnia Street, 41013, Seville, Spain.
Eval Program Plann. 2017 Dec;65:77-83. doi: 10.1016/j.evalprogplan.2017.06.004. Epub 2017 Jun 23.
This paper describes the knowledge gained by 20 faculty members following their participation in a training program on inclusive education and disability. The study, which was conducted at an university in Spain, aimed to design, implement and evaluate a program for training faculty members to respond in an inclusive manner to the needs of students with disabilities. An initial, formative and summative qualitative evaluation was carried out and four instruments were used for collecting the data: group and individual interviews, written open-ended questionnaires and observations. The data were analyzed inductively, using a category and code system. The results reveal that, after the training program, faculty considered what they had learned to be useful for their professional practice and highlighted that they felt better-informed and better-trained in relation to disability and were more aware of the needs of students with disabilities. Finally, in the conclusions section, the paper discusses the results in relation to those reported by other studies, and offers some recommendations for universities planning to implement training policies designed to build more inclusive learning environments.
本文描述了20名教员在参加了一个关于全纳教育和残疾问题的培训项目后所获得的知识。这项研究在西班牙的一所大学进行，旨在设计、实施和评估一个培训教员以全纳方式应对残疾学生需求的项目。进行了初步、形成性和总结性的定性评估，并使用了四种工具来收集数据：小组和个人访谈、书面开放式问卷和观察。数据采用类别和编码系统进行归纳分析。结果显示，在培训项目之后，教员们认为他们所学的内容对其专业实践有用，并强调他们在残疾问题方面了解得更多、接受的培训更好，并且更了解残疾学生的需求。最后，在结论部分，本文将这些结果与其他研究报告的结果进行了讨论，并为计划实施旨在营造更具全纳性学习环境的培训政策的大学提供了一些建议。
