Inclusive Pedagogy at University: Faculty Members’ Motivations

The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems. ; This research was funded by the Ministry of Science and Innovation of Spain, the Spanish State Research Agency and FEDER funds of the European Union, grant number EDU2016-76587-R, and by Feder Funds,Ministry of Science and Innovation/State Research Agency/10.13039/501100011033 and the European Union “NextGenerationEU/Recovery, Transformation and Resilience Plan”, grant number RYC2021-032768-I.