Browsing by Author "Straniero, Alessandra M."
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- Intellectual disability in higher education: self-perceived training needs of university teachersPublication . Corbí, Miguel; Tombolato, Monica; Bueno-Sánchez, Lidia; Hermans, Katrien; Valenti, Antonella; Garcés-Ferrer, Jorge; Straniero, Alessandra M.; Brojčin, Branislav B.; Mesquita, Cristina; Bonifácio, Evangelina; Martini, Berta; Rodríguez-Cano, Sonia; Milants, Michelle; Glumbić, Nenad P.Given that only initial steps in the PSE of the students with ID have been taken in Europe, the objective of this research was to determine formative needs of the university teachers in the selected European countries with different tradition and practices of inclusive education. The sample was composed of 1009 university teachers. The instrument consisted of a questionnaire ad hoc on perceptions about the importance of different aspects of education for people with intellectual disability, and about the educational skills self-competence perception. We used a quasi-experimental cross-sectional design to administer the questionnaires by controlling as many strange variables as possible. To this end, an action protocol was developed that included solutions to the most common problems.
- The role of university teachers in providing support to their students with disabilitiesPublication . Brojčin, Branislav B.; Cuesta, José Luis; Ortega, Maria Teresa; Castanheira, Luis; Bueno-Sánchez, Lidia; Straniero, Alessandra M.University academic teachers have the responsibility to ensure the inclusion of students with intellectual disabilities in their classrooms. To this end, as has been confirmed in several studies, it is necessary to incorporate competences in the teaching CVs; specific training on disability, social, communicative and pedagogical skills among others... Also, university teaching staff must be supported by their institutions and be predisposed to be trained in such competences. The Universal Design for Learning (UDL) is responsible for facilitating flexible and inclusive educational practice; it aims to respond to the training needs of both students and teaching staff in all their diversity.