Anabel Moriña Díez

Higher Education, Special Education, Teaching Methods

PhD
11.16

Publications

  • Source
    Víctor Hugo Perera Rodríguez · Anabel Moriña Díez

    Full-text · Dataset · Dec 2015
  • Source
    Anabel Moriña
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 Experimental Sciences). The general aim was to discover, from listening to the students themselves, barriers and aids they identified as affecting access, academic performance and overall perception of their higher education experience. The biographical narrative method, which allows the participants to talk freely about themselves without silencing their subjectivity, was used. This information was acquired by data collection techniques, such as in-depth interviews, observations, photographs and interviews with key persons in the life of each student. A structural analysis was implemented using an inductive system of categories and codes included in the MaxODA10 data analysis program. This study revealed the most personal and private feelings of the participants as they discussed such things as their perception as students, identification of disabilities or their strategies for facing ‘adversities’. The discourse revealed higher education as a privileged scenario in which they are socially included and able to reinvent an identity that may have deteriorated during other stages of their education.
    Full-text · Article · Oct 2015 · Journal of Further and Higher Education

  • No preview · Article · Sep 2015 · Journal of Research in Special Educational Needs
  • Source
    Anabel Moriña Díez · M. Dolores Cortés-Vega · Víctor M. Molina
    [Show abstract] [Hide abstract]
    ABSTRACT: This article presents the partial results of a broader research project entitled, "University Barriers and Aids Identified by Students with Disabilities", which is currently underway at a Spanish University. The general aim is to analyze the role of faculty in inclusive education of students with disabilities, and more specifically, proposals for improvement made by these students. A biographic-narrative methodology was used to collect data. The study concludes that faculty must show a positive attitude toward disability, promote inclusive practices using alternative methodologies, make curriculum adaptations, use new technologies and be trained in attending the needs derived from disabilities.
    Full-text · Article · Sep 2015 · Teaching and Teacher Education
  • Source
    Anabel Moriña Díez · M. Dolores Cortés-Vega · Víctor M. Molina
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 it. The data analyzed come from research funded by the Spanish Ministry of Economy and Competiveness ‘University Barriers and Aids Identified by Students with Disabilities’, which has been underway since 2011. A biographical-narrative methodology was used. The university life histories of the students were compiled by making use of in-depth interviews, lifelines and photographs. The conclusions of the study discuss the main results along with other previous studies, and recommendations are made so universities can provide training plans leading to inclusive education and learning.
    Full-text · Article · Sep 2015 · Teaching in Higher Education
  • Source
    Anabel Moriña Díez
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 identified by humanities students, with the information organized in relation to the institution in general, infrastructures and architectural barriers, lecturers and their teaching methods, fellow students and proposals for improving universities and classrooms. Finally, the conclusion discusses the main findings regarding how the university facilitates or hinders the participants' learning processes in this study. From this perspective, and taking the social model of disability as a reference, it is concluded that in order to become inclusive, the university must commit to adopting proactive measures that eliminate the barriers preventing these students from learning and from participating fully.
    Full-text · Article · Sep 2015 · Cultura y Educación
  • Source
    Anabel Moriña Díez · Rosario López Gavira
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 2010–16264, 2010–2014)). The present study focuses specifically on barriers and support identified by students with disabilities enrolled in undergraduate programmes in the Social Sciences and Law. The purpose of this paper is to analyse, from the point of view of disabled students (applying the biographic-narrative methodology), which barriers and which support this group encounters in Higher Education. To this end, findings are organised in the following categories: general institutional data; infrastructure, architectural and accessibility-related data; faculty and teaching-related data; data relating to fellow students; and suggestions for improving the university and/or university classrooms. In the Conclusions section, we return to our earlier discussion of key findings which shed some light on how the University helps or hinders learning among participants in the study. From this perspective, taking as a reference the social model of disability, we conclude that in order to be inclusive, the University needs to commit itself to adopting proactive measures that eliminate the barriers that do not permit the learning and the full participation of the students in question.
    Full-text · Article · Sep 2015 · International Journal of Inclusive Education
  • Source
    Anabel Moriña Díez · Víctor Hugo Perera Rodríguez

    Full-text · Article · Aug 2015
  • [Show abstract] [Hide abstract]
    ABSTRACT: 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 durante su trayectoria universitaria, desde el acceso, hasta su finalización. Para realizar esta investigación, se recurrió a la metodología biográfico-narrativa, idónea para escuchar las voces de colectivos que puedan estar silenciados, como puede ser el caso de estudiantes con discapacidad. En los resultados de esta comunicación nos centramos en el profesor universitario y más en concreto, en las recomendaciones que 44 estudiantes con discapacidad realizan a éste para mejorar la respuesta educativa que da al alumnado con discapacidad. Con relación al profesorado, en este estudio se concluye la necesidad de que el profesorado muestre una actitud positiva hacia la discapacidad, fomente prácticas inclusivas mediante metodologías alternativas a la lección magistral, realice adaptaciones curriculares, utilice las nuevas tecnologías en las aulas y se forme en temas relacionados con la adecuada atención a las necesidades derivadas de la discapacidad.
    No preview · Conference Paper · Nov 2014
  • Source
    Víctor Hugo Perera Rodríguez · Anabel Moriña Díez
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 aprendizaje. El estudio se ha hecho utilizando el método biográfico-narrativo, que enfatiza la importancia de que los personas hablen de ellas mismas, sin silenciar su subjetividad. Las muestra del estudio está constituida por 44 estudiantes. En el tratamiento de los datos se ha realizado un doble análisis. Por una parte, la elaboración de cada historia de vida se ha llevado a cabo con un análisis narrativo y, por otra parte, para el análisis comparativo de la información recogida con todas las técnicas y personas participantes se ha realizado un análisis estructural, con un sistema de categorías y códigos. En los resultados de este trabajo se presenta la información referida a los facilitadores y obstáculos que los estudiantes con discapacidad identifican en la Universidad de Sevilla, específicamente aquellos que hacen referencia a la tecnología para el aprendizaje centrados en la figura del docente y en la utilización que hacen de la tecnología. Por último, en las conclusiones se muestra los puntos principales que describen cómo la tecnología educativa afecta a los aprendizajes de los estudiantes universitarios con discapacidad. Destacamos dos ideas: 1) En el ámbito educativo, los estudiantes con discapacidad tienen una buena concepción de la tecnología y del provecho que se puede obtener de su uso, aunque su aplicabilidad no está exenta de dificultades; 2) La tecnología disponible en la universidad y el uso que se hace de la misma, en respuesta a las necesidades de este colectivo de estudiantes, está aún en su fase embrionaria. La idea clave sobre la que se debe seguir trabajando es que no se pueden dar soluciones a todos los tipos de discapacidad con la misma tecnología.
    Full-text · Conference Paper · Nov 2014
  • Source
    Anabel Moriña Díez
    [Show abstract] [Hide abstract]
    ABSTRACT: 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, 2001; Onofre, 2006, etc.). The social model of disability, which we endorse, conceives of the problem from a sociopolitical perspective (Barton, 1996; Oliver, 1990; Shakespeare & Watson, 1996). The social model considers practice, attitudes and policies within the social context as underpinnings for barriers and/or aids which either hinder or help disabled individuals to access and participate in education processes within different environments—social, economic, educational, etc. (Barton, 2006). Focusing our attention on the inclusive education model, we can define inclusion as a process which fosters participation and a sense of belonging across student populations (Booth & Ainscow, 1998). Hence, social and educational inclusion can be seen as a way of life, a unique way of behaving and participating in society, of understanding others. Research Questions How does the university, as an institution, open doors and/or put hurdles in the way of students with special needs? Secondly, to what extent do educational, attitudinal and relational processes in university classrooms affect participation and learning curves? Method The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life stories. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, photographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles & Huberman (1994). Maxqda10 data analysis software was the tool of choice. Results Results will be discussed with the following questions as a backdrop: • Is the University inclusive? • Are university classrooms inclusive? With regard to the University as an institution, several aspects will be addressed. On one hand, we will analyze institutional barriers and aids, as perceived by the students themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at disabled student expectations with respect to their conception of the ideal university. In order to reach Objective 2 the following question must be addressed: What are our disabled students’ classrooms like? To this end, a classroom profile will be created based on 3 key factors: • Attitude of the professor(s) • Educational projects/programs • Peer attitudes Interpretation of findings Is the University of Seville an institution that opens or closes its doors to students with disabilities? Based on the analysis in the previous section, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified surpassed the help. In other words, the participants recognize that on occasion, they have received aids that has facilitated their inclusion; however, they state that there are so many obstacles that it translates into daily hindrances for their learning process. These results coincide with the various studies by Borland & James (1999), Castellana, 2005; Hadjikakou & Hartas (2008), Prowse (2009), Ryan & Struhs, 2004 or Tinklin & Hall (1999).
    Full-text · Conference Paper · Aug 2014
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.
    Full-text · Article · Aug 2014 · Higher Education Research and Development
  • Anabel Moriña Díez

    No preview · Conference Paper · Jun 2014
  • Anabel Moriña Díez

    No preview · Conference Paper · Mar 2014
  • Anabel Moriña Díez

    No preview · Book · Jan 2014
  • Source
    Mª Dolores Cortés Vega · Anabel Moriña Díez

    Full-text · Article · Jan 2014
  • Anabel Moriña Díez

    No preview · Conference Paper · Nov 2013
  • Anabel Moriña Díez · Almudena Cotán Fernández
    [Show abstract] [Hide abstract]
    ABSTRACT: 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 profesorado perteneciente a distintas áreas de conocimiento (Ciencias Sociales, Ciencias de la Salud y Ciencias Experimentales) de la Universidad de Sevilla. El propósito general de éste es estudiar, dando voz a los estudiantes con discapacidad, las barreras y ayudas que identifican en su acceso, trayectoria y resultados en la Universidad. En este sentido, hemos tratado de dar respuesta a tres objetivos: Identificar, describir y explicar las barreras y las ayudas que los estudiantes con discapacidad perciben en su acceso, trayectoria y resultados en la Universidad como Institución; Identificar, describir y explicar las barreras y ayudas que los estudiantes con discapacidad experimentan en las aulas universitarias; y Diseñar una guía de formación online para el profesorado universitario con el fin de dar respuesta a las necesidades educativas del alumnado con discapacidad. En concreto, este trabajo se centrará en el objetivo 2 de la investigación, analizando exclusivamente los datos referidos a los elementos relacionados con el aula que actúan como factores de resiliencia para el alumnado con discapacidad. En esta investigación hemos encontrado que además de los factores propiamente intrínsecos del alumnado, existen apoyos externos que han contribuido a su inclusión en las aulas universitarias: profesorado, personal de administración y servicios, compañeros y familiares. En las conclusiones se llevará a cabo una discusión de los principales resultados obtenidos, así se comentará como dos de los pilares fundamentales para que estos universitarios puedan seguir adelante con sus estudios son los familiares y compañeros de aula.
    No preview · Conference Paper · Oct 2013
  • Anabel Moriña Díez · Almudena Cotán Fernández

    No preview · Article · Sep 2013
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Resumen Este artículo presenta los resultados parciales de una investigación 1 cuyo propósito es estu-diar en la Universidad de Sevilla (US), las barreras y ayudas que el alumnado con discapacidad identifica tanto en las aulas como en la Universidad como Institución (Facultades, Servicios Universitarios, etc.). En este trabajo, desde una metodología cualitativa, se pretende dar voz a este grupo de alumnado para conocer cuáles son los elementos que actúan en las aulas como obstáculos o facilitadores para su inclusión. En concreto, los resultados están organizados te-niendo en cuenta aspectos referidos al profesorado, a sus proyectos docentes y a los com-pañeros y compañeras de las aulas universitarias. En las conclusiones haremos una síntesis de las evidencias presentadas en este artículo y propondremos algunas cuestiones que serían necesarias contemplar para mejorar las experiencias en la Universidad de estos/as alumnos/as. Palabras clave: Universidad, alumnado con discapacidad, educación inclusiva, metodo-logía cualitativa.
    Full-text · Article · Sep 2013

141 Following View all

115 Followers View all