Anabel MoriñaUniversidad de Sevilla | US · Departamento de Didáctica Y Organización Educativa
Anabel Moriña
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July 2005 - July 2016
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Publications (141)
En el contexto de la educación y, concretamente, en la etapa universitaria, la presencia de personas con discapacidad en la Educación Superior es hoy en día una realidad, tanto en España como en otros contextos internacionales. En la actualidad, existe un movimiento global que reivindica el derecho al acceso, permanencia y éxito de estudiantes no t...
Through the voices of 100 Spanish teachers from Early Childhood, Primary, Secondary and Higher Education who carry out inclusive practices, this study explores the recommendations of these professionals for other colleagues to be inclusive. We conducted a qualitative multicase study using semi-structured interviews. The data were analysed through a...
This study provides a systematic review of the literature on what factors university students with disabilities recognise as necessary for their academic success. This systematic review was conducted in ERIC, Scopus and Web of Science. The opinions of 3854 students in a total of 31 qualitative and quantitative studies were analysed through a system...
This paper explores resilience factors identified in students with disabilities at a Portuguese public university. This research employs a mixed approach using qualitative and quantitative methods. For this, we used a retrospective, multiple case study design, and individual interviews were conducted with students with disabilities. We conclude tha...
This qualitative study explores the experiences of 119 faculty members who implement inclusive practices using ICTs in their classrooms. The results show the diverse materials and resources that they use to present content to students, the ways to facilitate the resources available to students, and the moment they make these materials and resources...
Annotation. This qualitative study explores the experiences of 119 faculty members who implement inclusive practices using ICTs in their classrooms. The results show the diverse materials and resources that they use to present content to students, the ways to facilitate the resources available to students, and the moment they make these materials a...
This systematic review explores what has been studied about graduates with disabilities and their academic university and work experience. In the study, 18 articles were analysed and the voices of a total of 664 graduates with disabilities from different international contexts were considered. The results were organised around the research question...
Free copy: https://www.tandfonline.com/eprint/QFGCC6AH4Y87MV2CSZB7/full?target=10.1080/09687599.2022.2113038
This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included...
Free online copy:
https://www.tandfonline.com/eprint/AYPVQBPPV2X8KDNSWJED/full?target=10.1080/13511610.2022.2070133
This paper explores how 119 Spanish lecturers nominated by their students with disabilities as being inclusive define themselves in terms of their professional and personal attributes. It also analyses how these attributes influence...
El presente estudio, enmarcado en el contexto de un proyecto I+D+i, “Prácticas docentes inclusivas con tecnologías emergentes (m-learning): diseño, desarrollo y evaluación de un programa de formación para profesorado universitario” (US-1381423), analiza la experiencia del profesorado universitario, al dar respuesta a las necesidades de alumnado con...
This paper explores the experiences of 14 inclusive STEM faculty members from five Spanish universities who taught students with disabilities. Their students with disabilities nominated them for having contributed to their success in their degrees. The article presents part of a larger qualitative study comprising individual interviews with faculty...
free link:
https://www.tandfonline.com/eprint/PW4WWVCWX3IEXD27IPM6/full?target=10.1080/1034912X.2020.1749239
This study explores conceptions of disability in education. Available evidence published in the scientific literature over the last ten years is reviewed, according to the inclusion and exclusion criteria established. A total of 561 studies...
Eprint link:
https://www.tandfonline.com/eprint/DH9WYEBIXN6ABADDJE2V/full?target=10.1080/13562517.2020.1724938
In this article, 119 faculty members from 10 Spanish universities who engage in inclusive pedagogy reveal some of the methodological and affective strategies they use to motivate their students, including those with disabilities, and help...
eprint link:
https://www.tandfonline.com/eprint/SEM9CVXXF4BXXA7BX7H4/full?target=10.1080/11356405.2022.2031786
This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses. A qualitative study was carried out and interviews w...
This qualitative study draws from learning ecologies as a framework of analysis in order to explore the activities, resources and relationships practised by 25 Spanish faculty members who teach in the area of Education. Their students nominated them as inclusive faculty. Individual, semi-structured, in-depth interviews were conducted. The results s...
Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality educ...
El propósito de este estudio es analizar las barreras y ayudas que 32 personas con discapacidad intelectual (DI), escolarizadas en centros ordinarios, han identificado en su trayectoria escolar. Las autoras realizaron un estudio cualitativo basado en los supuestos de la investigación inclusiva con adultos españoles con DI. Se recogieron los datos m...
Esta investigação escrutina as origens dos conflitos numa comunidade escolar de contexto angolano. Com base nos objectivos fixados, recorreu-se à metodologia qualitativa, tendo sido utilizadas entrevistas grupais semi-estruturadas, com a participação de 167 elementos dentre professores, alunos e familiares, cujos dados foram analisados através do m...
The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and success. This article explores participants’ actions and their appraisals of their teaching practice in relat...
Las universidades son espacios a los que determinados estudiantes no acceden o en los que encuentran destacados obstáculos para permanecer. Avanzar hacia la construcción de universidades donde todos puedan aprender y participar es una tarea inaplazable que muchas instituciones desconocen cómo enfrentar. Este trabajo tiene como objetivo diseñar un s...
#Link to website: https://www.mdpi.com/2071-1050/13/9/4755# Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members...
Libro editado con la participación de diferentes autores/as.
Que la universidad sea inclusiva es un desafío para los sistemas educativos. Planificar los procesos de enseñanza y aprendizaje desde esta perspectiva implica diseñar y desarrollar asignaturas pensando en la diversidad de estudiantes, reconociéndolos con diferentes necesidades y capacida...
This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge,...
eprint: https://www.tandfonline.com/eprint/5eBS5UByu7C29gG4Y5ng/full?target=10.1080/13511610.2019.1578198
This study presents a series of key aspects to achieve inclusive education in Spanish universities, from the viewpoint of students with disabilities and disability support service staff. The study used a qualitative methodology through in-dept...
The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.
link:
https://www.tandfonline.com/eprint/CZF74YTYZ2TF4BTJQQNJ/full?target=10.1080/09687599.2020.1723495
Through the voice of faculty members, this article analyses the barriers and aids that students with disabilities encounter at university. As part of the study, we conducted interviews with 119 faculty members from 10 Spanish universities. We t...
Free full text: https://onlinelibrary.wiley.com/share/author/UENGACPZ76DRXR2NT2YG?target=10.1111/jppi.12372
This article aims to contribute to the debate on how different educational contexts can facilitate the inclusion or exclusion of people with intellectual disabilities (ID). We carried out a qualitative study based on the principles of inclus...
This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semi-structured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed t...
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...
Free eprints
https://www.tandfonline.com/eprint/JIFS5QHX3CAXSCYK5E6C/full?target=10.1080/00131911.2018.1550054
The aim of this paper is to identify and describe the key traits of research with life histories. Previous studies on disability and my own work conducting research with the life histories and university experiences of students with dis...
This paper explores the experiences of 19 Spanish faculty members teaching nursing students with disabilities and their recommendations to other colleagues about how to facilitate their retention and success. Students themselves nominated those faculty members they felt had contributed to their learning at university. We carried out a qualitative s...
#https://doi.org/10.1177/2158244020962758# The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information thr...
https://doi.org/10.1344/anpsic2020.50.1
El profesorado es una pieza clave en la permanencia y el éxito de los estudiantes con discapacidad en la universidad. Este debe estar abierto a la formación permanente, a erigir un cambio actitudinal hacia las formas de enseñar e implementar innovaciones en estrategias que le permitan plantear su práctica de...
The focus of this paper is to explore the advice given to colleagues by 119 Spanish faculty members who engage in inclusive pedagogy, to help them plan and implement actions aimed at including students with disabilities. We carried out an exploratory qualitative study with individual interviews. We analysed them using a system of categories and ind...
En este artículo se analizan cuáles son las estrategias metodológicas que pone en práctica el profesorado español que desarrolla una pedagogía inclusiva en Educación Infantil, Primaria y Secundaria. Se ha llevado a cabo una investigación cualitativa mediante entrevistas semiestructuradas. Los participantes fueron 70 docentes de distintos centros ed...
En este artículo se analizan las redes personales de estudiantes universitarios españoles con discapacidad. El propósito fue realizar un análisis de sus redes personales para conocer cómo éstas contribuían al acceso y permanencia en la universidad. Para construir las redes de los estudiantes se realizaron entrevistas semiestructuradas en profundida...
# This study focuses on the experience of 20 Spanish faculty members who taught students with disabilities. We conducted semi-structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students...
eprint link is now ready to use and is: https://www.tandfonline.com/eprint/R67J9GWRCM9SPRRK4WHY/full?target=10.1080/07294360.2020.1712676
This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they...
RESUMEN En este artículo, estudiantes españoles con discapacidad proponen recomendaciones para que la universidad camine hacia la educación inclusiva. La metodología de investigación utilizada fue la biográfico-narrativa. Los instrumentos de recogida de datos fueron cuatro: autoinformes, entrevistas biográficas, fotografías y líneas de vida. Los es...
En este artículo se analiza en qué, cómo y por qué se forman 119 profesores universitarios que han sido seleccionados por estudiantes con discapacidad por desarrollar una pedagogía inclusiva. Se realizaron entrevistas semiestructuradas a profesores de todas las áreas de conocimiento de diez universidades públicas españolas. El análisis de datos fue...
Este artículo tiene como propósito explorar las prácticas de veinticinco docentes de Educación Primaria que desarrollan una pedagogía inclusiva. En concreto, tratamos de responder a tres preguntas de investigación: 1) ¿Cuáles son los elementos didáctico-organizativos y las estrategias metodológicas y afectivas que pone en práctica un docente inclus...
El Espacio Europeo de Educación Superior adquirió, mediante el reconocimiento de la dimensión social, el compromiso de construir sistemas universitarios donde tenga cabida la diversidad social. Aunque no puede cuestionarse la ampliación de la participación universitaria, este reto continúa sin alcanzarse. Las instituciones universitarias continúan...
In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, all...
In recent years, the university has been immersed in a process of change and evolution towards the creation of more inclusive learning contexts (Weedon & Riddell, 2016). This requires a deepening review of elements such as inclusive pedagogy and its development in higher education. In this sense, the project 'Inclusive Pedagogy at University: facul...
Las instituciones de educación superior deben trabajar para garantizar una educación inclusiva y equitativa de calidad (ODS Nº4). Avanzar hacia sistemas universitarios inclusivos no es una tarea fácil que pueda improvisarse. Muy por el contrario, puede convertirse en proceso lento y complejo que implica, ineludiblemente, la transformación de las po...
In this paper we analyze the actions that the faculty of a Spanish university carries out to contribute to the inclusion of students with disabilities. To carry out the study, we conducted semi-structured interviews with 20 faculty members. The results present different actions that the faculty members put into practice to adjust the methodology, m...
The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities’ motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature,...
Free online copies: https://www.tandfonline.com/eprint/xhJSMYWSA2NgeKdEycTN/full?target=10.1080/13603108.2018.1534759
Through the opinions expressed by 20 Spanish faculty members, this article describes the key elements of a blended learning training programme on disability. Qualitative evaluation was carried out using semi-structured group interv...
Eprint: https://www.tandfonline.com/eprint/snUd5HI5IyxxbSWKHPBG/full
Eprint: https://www.tandfonline.com/eprint/YdBfZpVwUFVRJuuUqAEI/full
Perera, V. H., & Moriña, A. (2019). Technological challenges and students with disabilities in higher education. Exceptionality. 27(1), 65-76. Doi: 10.1080/09362835.2017.1409117
# ABSTRACT: This article is ba...
La investigación sobre educación inclusiva en la Enseñanza Superior es un área de gran interés científico. Dentro de esta línea, el concepto de pedagogía inclusiva surge como una aproximación pedagógica que persigue la plena inclusión de todo el alumnado. Los trabajos centrados en la pedagogía inclusiva han sido desarrollados principalmente en etap...
Diversos estudios en educación inclusiva determinan que para conseguir que las aulas universitarias sean capaces de dar cada vez más respuestas positivas a la diversidad funcional, es necesaria la formación del profesorado universitario en competencias relacionadas con las prácticas en Pedagogía Inclusiva, que versen sobre la enseñanza y aprendizaj...
#CITATION: Moriña, A. & Perera, V.H. (2018. Inclusive Higher Education in Spain: Students with Disabilities Speak Out. Journal of Hispanic Higher Education. doi: 10.1177/1538192718777360
# ABSTRACT: Authors present a research developed at a University located in Spain. The purpose is to analyze the barriers and supports to inclusive education iden...
The authors conducted this study at a Spanish university to find out what barriers and aids students with disabilities identified during their university trajectories. The authors used a biographical narrative method, and specifically, life histories. Our analysis concentrated on the lifelines and interviews, showing the histories of three students...
Free eprink link:
http://www.tandfonline.com/eprint/qEedWcgtqdyNnzizzFHj/full
The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain's Ministry of Economy and Competition. A biographical-nar...
Resumen Este artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesida...
The partial results of ongoing research in the ‘University Barriers and Aids Identified by Students with Disabilities’ Project are presented. This four-year study (2011–2014) was carried out by a University of Seville research team with lecturers from a variety of fields and areas of knowledge (Educational Sciences, Economics, Health Sciences and E...
This article analyzes the functioning of disability support offices and their contribution to inclusive education in seven Spanish universities from the perspective of staff. Using a qualitative methodology, interviews with office staff were conducted, and data were analyzed through an inductive coding system. The results are organized around five...
This article analyses the university experiences of 44 students with disabilities. The voices of Spanish students describe the reasons that lead them to choose a given university degree, their transition in the university, the perception they have of themselves as students and how they evaluate their academic results. This study was done with the b...
This article analyzes what Spanish students with disabilities would like their public university classroom to be like. A biographic-narrative methodology was used. These students made recommendations that contribute to creating their ideal university classroom: participatory teaching methodologies and the use of new technology resources, positive l...
This article presents the results of a project entitled, ‘Analysis of University Barriers and Aids Identifed by Students with Disabilities’, carried out in a Spanish University. The study used the biographical– narrative methodology, which emphasises the importance of people talking about themselves without silencing their subjectivity. Diferent ty...
p>Este artículo presenta los resultados de una investigación en la que se analizaron los facilitadores y obstáculos que tres estudiantes con diversidad funcional identificaban durante su trayectoria en la universidad, concretamente en cómo el profesorado había podido contribuir o no a su inclusión social y educativa. A partir del método biográfico-...
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...
Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices with...
Adequate policies for faculty training in diversity continue to be pending on the agendas of many universities. This paper presents the recommendations of 44 university students with disabilities not only for adequate faculty training, but also on informing them on both matters of the disability itself and how to respond to the needs derived from i...
This paper examines the proposals for the improvement of university classrooms from the perspective of Spanish students with disabilities. Using the biographic-narrative methodology, data was collected and analysed applying a system of categories and codes. The following instruments were used: group and individual interviews, lifelines, self-report...
This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The ge...
Los resultados que se presentan en este trabajo pertenecen a una investigación financiada por el Ministerio de Economía y Competitividad de España que tuvo como finalidad conocer las barreras y ayudas que los estudiantes con discapacidad identificaban durante su trayectoria universitaria. La metodología utilizada fue la
biográfica-narrativa. Los re...
Este trabajo está basado en un proyecto financiado por el Ministerio de Economía y Competitividad que tiene el propósito de diseñar, desarrollar y evaluar un programa de formación, basado en blended-learning. La formación está dirigida al profesorado universitario, con la finalidad de sensibilizar, informar y formar al profesorado en la respuesta a...
http://www.3ciencias.com/libros/libro/la-experiencia-universitaria-de-los-estudiantes-con-discapacidad-a-traves-de-sus-historias-de-vida/
Esta comunicación está basada en el proyecto financiado por el Ministerio de Economía y Competitividad "Caminando Hacia la Inclusión Social y Educativa en la Universidad: diseño, desarrollo y evaluación de un programa de formación para el profesorado(EDU2013-46303-R), desarrollado desde 2014 al 2016 en la Universidad de Sevilla. El propósito del mi...
Un equipo de investigación multidisciplinar ha llevado a cabo, durante cuatro años (2011 a 2014), una investigación financiad a por el Ministerio de Economía y Competitividad “Análisis de las barreras y ayudas que los estudiantes con discapacidad identifican en la Universidad” (MINICO, EDU2010-16264). El propósito de
estudiar los obstáculos y faci...
The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of
Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been clas...
The article presents the results of a research project "deleted title for anonymous review" financed by the Ministry of Economy and Competitiveness of Spain. The purpose was to study, from the perspective of students with disabilities, the factors that contribute to their academic success (access, retention and college completion), through their fa...
Este trabajo se basa en una investigación llevada a cabo en una universidad española cuyo propósito era estudiar, desde las reflexiones de estudiantes con discapacidad, cuáles eran las barreras y ayudas identificadas en sus trayectorias universitarias. En el diseño de la investigación se hizo uso de la metodología biográfico-narrativa a través de h...
Adequate policies for faculty training in diversity continue to be pending on the agendas of many universities. This paper presents the recommendations of 44 university students with disabilities not only for adequate faculty training, but also on informing them on both matters of the disability itself and how to respond to the needs derived from i...
This article presents the partial results of a study that analysed the barriers and means of support that students with disabilities find in classrooms and other university settings (offices, departments, libraries, etc.), using the biographical narrative method. The results of this article focus exclusively on the obstacles and means of support id...
This paper pertains to a broader biographical-narrative research project which studies barriers and support as identified by students with disabilities at a Spanish University (Barriers and Support That Disabled Students Identify in the University. Project funded by the Spanish Ministry of Science and Innovation (Dir. Dr Anabel Moriña; Ref. EDU 201...
Este artículo presenta los resultados de una investigación (Barreras y ayudas que los estudiantes con discapacidad identifican en la Universidad, Ministerio de Ciencia e Innovación de España, ref. EDU 2010-16264) en curso que está siendo desarrollada en la Universidad de Sevilla. El propósito de ésta es analizar desde la perspectiva del alumnado co...
En este trabajo se muestran los resultados parciales de una investigación en desarrollo “Barreras y ayudas que los estudiantes con discapacidad identifican en la Universidad” (MICINN, I+D+I, ref. EDU 2010-16264, 2010-2014), y cuyo objetivo global, es sacar a la luz las ayudas y las barreras que los propios estudiantes con discapacidad identifican d...
Este póster presenta los resultados parciales de una investigación más amplia que está siendo desarrollada en la Universidad de Sevilla. El propósito de ésta es analizar desde la perspectiva del alumnado universitario con discapacidad cuáles son las barreras y ayudas que identifican en la Enseñanza Superior relacionadas con las tecnologías para el...
The present study provides partial findings from research currently underway at the University of Seville . As Konur (2006) points out, a growing number of young men and women with disabilities aspire to join the university community; paradoxically, however, the university is one of the least inclusive of all educational environments (Holloway, 200...
This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilit...
El propósito de este artículo es estudiar, desde la perspectiva del alumnado con discapacidad, cómo el profesorado a través de sus actitudes, proyectos docentes, adaptaciones curriculares, desarrollo de la acción tutorial y formación puede contribuir o no, a la inclusión del alumnado en la Universidad.
Los resultados de este trabajo se enmarcan de...
Esta comunicación presenta los resultados parciales de una investigación financiada por el Ministerio de Ciencia e Innovación: “Análisis de las barreras y ayudas que el alumnado con discapacidad identifica en la Universidad” (Ref. EDU 2010-16264). Este estudio, basado en la metodología biográfico-narrativa, está siendo desarrollado por un equipo de...
Projects
Projects (7)
Success at university has been defined by graduates with disabilities as a multifaceted, subjective and dynamic concept that depends on multiple factors. From an ecological approach, a qualitative analysis of the keys that lead people with a disability to stay and successfully complete their studies will be carried out. Success will be approached from a holistic perspective, differentiating in the analysis between personal and external factors and looking at the relationships between different contexts.
With this interdisciplinary project we aim to analyse, identify, understand and promote factors that help people with disabilities to access university, not to drop out and to successfully complete their university degrees. The study not only describes, but is also committed to the transformation of universities. To this end, a proposal will be designed so that universities can develop actions that favour the permanence and success of people with disabilities. Specifically, the aim is to respond to two general objectives, which are broken down into seven specific objectives:
To describe, understand and explain the success experiences of graduates with disabilities.
To carry out a systematic review of national and international contributions on university success and disability.
To identify and explain the personal factors that favour the success of graduates with disabilities.
To identify and explain the external factors that favour the success of graduates with disabilities.
To analyse the personal factors that favour university success for graduates with disabilities from the perspective of family, friends, university staff and peers.
To analyse the external factors that favour the university success of graduates with disabilities from the perspective of family, friends, university staff and peers.
Propose actions to contribute to the permanence and success of students with disabilities.
2.1. Design a proposal with actions so that universities can contribute to the permanence and success of people with disabilities.
2.2. To evaluate the design of the proposal with actions so that universities can contribute to the success of people with disabilities.
The participants in this study will be graduates with disabilities, graduated in the last five years from any Spanish university. This research is based on the biographical-narrative methodology and is structured around five phases, with a duration of four years. In the first phase, all available information on university success will be systematically reviewed. In the second phase, participants will be selected and data collection will begin in which thematic micro-life stories (80 in total) will be conducted. In the third phase, data collection will continue and in-depth thematic and polyphonic life stories will be constructed (32 in total). In the fourth phase a proposal will be designed with actions for universities to create conditions that facilitate the permanence and success of students with disabilities. The design of this proposal will be validated by experts. In the fifth and final phase, the final research report will be produced, the dissemination of results will be completed and all the information will be included in open access in the institutional repositories.
El éxito en la universidad ha sido definido por graduados con discapacidad como un concepto polifacético, subjetivo y dinámico que depende de múltiples factores. Desde un enfoque ecológico se llevará a cabo un análisis cualitativo de las claves que llevan a las personas con una discapacidad a permanecer y finalizar con éxito sus estudios. El éxito se abordará desde una perspectiva holística, al diferenciar en el análisis entre factores personales y externos y contemplar las relaciones entre los diferentes contextos.
Con este proyecto interdisciplinar tenemos el propósito de analizar, identificar, comprender y promover factores que ayudan a que las personas con discapacidad accedan a la universidad, no abandonen sus estudios y finalicen con éxito sus grados universitarios. El estudio no solo describe, también se compromete con la transformación de las universidades. Para ello, se diseñará una propuesta para que las universidades puedan desarrollar acciones que favorezcan la permanencia y el éxito de las personas con discapacidad. En concreto, se pretende responder a dos objetivos generales, que se desglosan en siete objetivos específicos:
Describir, comprender y explicar las experiencias de éxito de egresados con discapacidad.
Realizar una revisión sistemática de las aportaciones nacionales e internacionales sobre éxito universitario y discapacidad.
Identificar y explicar los factores personales que favorecen el éxito de egresados con discapacidad.
Identificar y explicar los factores externos que favorecen el éxito de egresados con discapacidad.
Analizar los factores personales que favorecen el éxito universitario de egresados con discapacidad desde la perspectiva de la familia, amistades, personal universitario y compañeros.
Analizar los factores externos que favorecen el éxito universitario de egresados con discapacidad desde la perspectiva de la familia, amistades, personal universitario y compañeros.
Proponer acciones para contribuir a la permanencia y el éxito del alumnado con discapacidad.
2.1. Diseñar una propuesta con acciones para que las universidades puedan contribuir a la permanencia y éxito de las personas con discapacidad
2.2. Evaluar el diseño de la propuesta con acciones para que las universidades puedan contribuir al éxito de las personas con discapacidad
Los participantes de este estudio serán egresados con discapacidad, graduados en los últimos cinco años de cualquier universidad española. Esta investigación se vehicula a través de la metodología biográfico-narrativa y se estructura en torno a cinco fases, con una duración de cuatro años. En la primera fase se revisará sistemáticamente toda la información disponible sobre éxito universitario. En la segunda, se seleccionarán a los participantes y comenzará la recogida de datos en la que se realizarán micro-historias de vida temáticas (80 en total). En la tercera fase continuará la recogida de datos y se construirán historias de vida temáticas y polifónicas en profundidad (32 en total). En la cuarta fase se diseñará una propuesta con acciones para que las universidades puedan crear las condiciones que faciliten la permanencia y el éxito de los estudiantes con discapacidad. El diseño de esta propuesta será validado por expertos. En la quinta y última fase, se elaborará el informe final de la investigación, se cerrará la difusión de resultados y se incluirá toda la información en acceso abierto en los repositorios institucionales.
El propósito de este proyecto es diseñar, desarrollar y evaluar un programa de formación para el profesorado universitario en estrategias metodológicas inclusivas con tecnologías emergentes.
Since 2000, the ISTAS Foundation, based in Valencia (Spain), has provided online training courses on occupational health and the environment for the Workers Commission trade union throughout Spain. The ISTAS Foundation is an autonomous foundation with the general objective of promoting social progress to improve working conditions, protect the environment, and support worker health.