Facultad de Educación, Universidad Internacional de La Rioja, Logroño, Spain.
Departamento de Didáctica y Organización Educativa, Universidad de Sevilla, Sevilla, Spain.
Health Soc Care Community. 2021 Nov;29(6):1706-1714. doi: 10.1111/hsc.13274. Epub 2021 Jan 2.
This article presents the educational practices carried out by Spanish faculty members of Health Sciences to attend to student diversity. A total of 19 faculty members of this area of knowledge suggested by their disabled students participated in the study. Following a qualitative methodology, individual semi-structured interviews were used for the gathering of data. The collected data were analysed through an inductive system of categories and codes. The results show the learning resources that the participants employed to allow all students to make use of them, as well as the teaching methods and strategies that they applied to achieve the active participation and learning of every student. Moreover, the participants commented on the reasonable adjustments that they made when they had a disabled student in their classrooms. Finally, the results were compared to those of other analogous studies, highlighting the keys that could help other faculty members to develop more inclusive practices.
本文介绍了西班牙健康科学领域教师为照顾学生多样性而开展的教育实践。共有 19 名该领域知识的残疾学生推荐的教师参与了这项研究。采用定性方法，使用个人半结构化访谈收集数据。通过归纳分类系统对收集到的数据进行分析。结果表明，参与者使用了学习资源，使所有学生都能利用这些资源，还采用了教学方法和策略，以实现每个学生的积极参与和学习。此外，参与者还评论了他们在课堂上有残疾学生时所做的合理调整。最后，将结果与其他类似研究进行了比较，突出了可以帮助其他教师开展更具包容性实践的关键。
