University Professors and Inclusive Education: A Comparative Study Using a Bayesian Approach.
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| Title: | University Professors and Inclusive Education: A Comparative Study Using a Bayesian Approach. |
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| Authors: | González-Castellano, Nuria (AUTHOR), Colmenero-Ruiz, M. Jesús (AUTHOR), Cordón-Pozo, Eulogio (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Apr2026, Vol. 73 Issue 3, p425-445. 21p. |
| Subjects: | Education of college teachers, Scale analysis (Psychology), Research funding, T-test (Statistics), Universities & colleges, Statistical sampling, College teachers, Mainstreaming in special education, Descriptive statistics, Chi-squared test, Psychology, College teacher attitudes, Comparative studies, Data analysis software, Confidence intervals |
| Geographic Terms: | Belgium, Spain |
| Abstract: | Professors are crucial in providing inclusive and accessible higher education to students with disabilities. However, they have a lack of training in inclusive education. This problem persists in universities despite extensive research on professors' inclusive training needs. Hence, this study aims to analyse the perceptions of university professors from two European institutions (the University of Málaga in Spain and Ghent University in Belgium) to determine if there are significant differences in their permanent training in inclusive education and their interest in demanding such training from their universities. The research was carried out using a validated survey, the APTD Scale, as the main method of data collection, with a sample of 103 professors participating. The results showed that the professors from the University of Málaga have a higher level of permanent training and higher demands for inclusive education, whereas, for professors from Ghent University, training and demands are more influenced by the presence of students with disabilities in the classroom. Through these results, universities can gain a more complete and diverse perception of what professors need and demand for their training in attention to diversity and inclusive education, allowing these results to help in designing a training programme in inclusive education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Professors are crucial in providing inclusive and accessible higher education to students with disabilities. However, they have a lack of training in inclusive education. This problem persists in universities despite extensive research on professors' inclusive training needs. Hence, this study aims to analyse the perceptions of university professors from two European institutions (the University of Málaga in Spain and Ghent University in Belgium) to determine if there are significant differences in their permanent training in inclusive education and their interest in demanding such training from their universities. The research was carried out using a validated survey, the APTD Scale, as the main method of data collection, with a sample of 103 professors participating. The results showed that the professors from the University of Málaga have a higher level of permanent training and higher demands for inclusive education, whereas, for professors from Ghent University, training and demands are more influenced by the presence of students with disabilities in the classroom. Through these results, universities can gain a more complete and diverse perception of what professors need and demand for their training in attention to diversity and inclusive education, allowing these results to help in designing a training programme in inclusive education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2025.2480619 |
