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Cited by 55Disability Education and EmploymentInclusion and Disability in Education and SportInclusive Education and Diversity

Training Needs of Academics on Inclusive Education and Disability

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Moriña, Anabel, Perera, Víctor H., Carballo, Rafael·2020·Sage Open
DOI 10.1177/2158244020962758
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Abstract

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 through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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  • The gap investigated by this work lies at the intersection of HCI work that actively involves neurodivergent subjects and literature investigating neurodivergent individuals in higher education and broad accessibility of universities and their systems.

    “The gap investigated by this work lies at the intersection of the mentioned HCI work which actively involves its neurodivergent subjects [21, 29, 39, 64, 64, 93], and the body of literature which investigates the experience of these neurodivergent individuals in higher education [4, 14, 15, 51, 57, 70], as well as work investigatigating the broad accessibility of universities and their systems [3,”

    From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [57]

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Cited by

Sorted by citations

Authors
Moriña, A., Perera, V. H., & Carballo, R.
Affiliations
  • Universidad de Sevilla (ES)
  • University of Seville, Spain
  • Universidad Internacional de La Rioja (ES)
ORCID
Venue
Sage Open
Publisher
SAGE Publications
Published
2020-07
Volume
10
Issue
3
ISSN
2158-2440 (ISSN-L)
DOI
10.1177/2158244020962758
OpenAlex
W3090031105
Cited by
55
References
2
Citations by year
2026: 7 · 2025: 15 · 2024: 11 · 2023: 10 · 2022: 6 · 2021: 5 · 2020: 1
FWCI
7.50
Type
journal article
Language
en
Open access
Licence
Locations
  • SAGE Open (publishedVersion, cc-by)
  • idUS (Universidad de Sevilla) (submittedVersion, cc-by-nc-nd)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Re-Unir (International University of La Rioja) (submittedVersion, other-oa)
Funders
ministerio de economía, industria y competitividad, gobierno de españa (EDU2013-46303-R, EDU2016-76587-R)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
  • Social Sciences › Education › Inclusive Education and Diversity
Keywords
inclusive education, disability, academic staff training, training needs, higher education, university inclusion, disability awareness, training policy, faculty readiness

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