Funding body: Ministry of the Economy and Competitiveness (EDU2016-76587-R)
Duration: 01/01/2017 to 29/06/2021
Lead researcher: Anabel Moriña
Universities are environments which offer opportunities and empowerment experiences for people with disabilities, and which foster their social and labour market inclusion. Over recent years, a growing number of students with disabilities have begun to access higher education. However, it is not enough just to guarantee access, since there is a greater likelihood of these students dropping out their studies before getting their degree. In this context, building a university model based on the principles of inclusion is a worthwhile undertaking since, as studies have shown, it benefits not only students with disabilities, but the whole student body. Inclusive pedagogy has been identified as a pedagogical approach that may foster the move towards accessible universities designed for all. However, very few national or international studies have focused on inclusive pedagogy in the university sphere. This project therefore aims to fill in a gap identified in research into universities, disability and inclusive education. The objective is to study how inclusive pedagogy can be implemented at university level and to provide specific examples of how to put it into practice by compiling a digital repository. The research project will analyse what exactly faculty who incorporate inclusive pedagogy into the design and development of their syllabuses actually do, as well as why and how they do it. To this end we combine the proposals made by Florian (2014), Gale and Mills (2013) and Rouse (2008) and conduct an analysis based on a pedagogic proposal comprising four dimensions: - Beliefs: faculty ideas, principles and maxims that prompt them to design and develop inclusive syllabuses. - Knowledge: theoretical, political and legislative approaches that prompt faculty to make a commitment to inclusive pedagogy. - Designs: considerations taken into account when designing accessible syllabuses. - Actions: affective, emotional and teaching and learning strategies used during the implementation of inclusive pedagogy. The research project has two general aims, outlined below: 1. To describe, understand and explain the beliefs, knowledge, designs and actions taken into consideration by faculty when developing inclusive pedagogy. 2. To identify practical examples of inclusive pedagogy and compile a digital repository of experiences. The project will last four years and will be based on the biographical-narrative methodology. In specific terms, it uses thematic micro-life stories and in-depth polyphonic life stories. Data are gathered using four instruments: narrative interviews, professional trees, a day in the life of..., and interviews with other informants, and are then analysed from both a structural (thinking about narratives, i.e. the etic perspective) and a dialogic narrative (thinking with narratives, i.e. the emic perspective) viewpoint. Finally, the conclusions drawn aim to offer a map of inclusive pedagogy experiences and to provide examples of how to put this style of teaching into practice within the university sphere. The idea is to provide faculty with guidelines and strategies to help ensure that students with disabilities, and the rest of the student body, successfully complete their chosen degree course.

Los recursos electrónicos del proyecto se encuentran disponibles en el canal de YouTube “Pedagogía Inclusiva en la Universidad”: https://www.youtube.com/channel/UCIf4oUaiYwUzFA3rOatmf7Q

• Aguirre,A., y Orozco,I. (2021).Estrategia metodológica inclusiva: La técnica cooperativa Puzzle de Aronson en Ciencias de la Educación. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/23d6BdCGoV0
• Aguirre, A., y Orozco, I. (2021). Estrategia metodológica inclusiva: Método de Casos en Ciencias de la Salud. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/i3qHBz84M5M
• Cabeza, R., y Orozco, I. (2021). Estrategia metodológica inclusiva: Flipped Classroom en Ciencias de la Educación. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/rT9pKe65SqU
• Carballo, R., y Cortés-Vega, M. D. (2021). Estrategia metodológica inclusiva: Método de casos en Ciencias de la Salud. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/9dGPbcS13NQ
• Doménech, A., Orozco, I. y Sánchez-Díaz, N. (2021). Estrategia metodológica inclusiva: Aprendizaje Basado en Proyectos en Filología Inglesa. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/pso1M1Q60kA
• Melero, N., y Cotán, A. (2021). Estrategia metodológica inclusiva: Aprendizaje-Servicio en Ciencias de la Educación. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/uJ-pwQT9VJ4
• Melero, N., y Sánchez-Díaz, N. (2021). Estrategia metodológica inclusiva: Aprendizaje-Servicio en Trabajo Social.SAV,Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/8w-SmGcQ7_k
• Molina, V. M., y Orozco, I. (2021). Estrategia metodológica inclusiva: Lecciones interactivas en Ciencias. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/YaRK6beumVk
• Morgado, B., y Biagiotti, G. (2021). Estrategia metodológica inclusiva: Método de casos en Psicología. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/x7w6BNOCC1U
• Moriña, A., y Perera, V. H. (2021). Estrategia metodológica inclusiva: Aprendizaje Basado en Proyectos en Ciencias de la Educación II. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/rIcShfPrOjc
• Sánchez-Díaz, N., y Biagiotti, G.(2021). Estrategia metodológica inclusiva: Learning by doing en Ciencias de la Educación. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/x4QETkEPU60
• Sánchez-Díaz, N. y Biagiotti, G. (2021). Estrategia metodológica inclusiva: Lecciones interactivas en Psicología. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/jpYJwh777sE
• Sánchez-Díaz, N., y López-Gavira, R. (2021). Estrategia metodológica inclusiva: Aprendizaje Basado en Proyectos en Ciencias de la Educación I. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/6-fBOAU5Elw
• Sánchez-Díaz, N., y Orozco, I. (2021). Estrategia metodológica inclusiva: Gamificación en Ciencias de la Educación. SAV, Universidad de Sevilla.
  Enlace al recurso: https://youtu.be/EKlI5cxrOQU

Funding body: Ministry of the Economy and Competitiveness (ref. EDU2013-46303-R)
Duration: 01/01/2014 to 31/12/2017
Lead researcher: Anabel Moriña
The aim of this research project was to design, develop and evaluate a training programme for university faculty members targeted at improving their didactic and social response in the classroom to students with disabilities. The programme, which was based on the blended-learning training model, aims to raise awareness among faculty and inform and train them in accordance with the premises of inclusive education. This project is important since, as previous studies have shown, for people with disabilities Higher Education (HE) is both an opportunity and an empowering experience, and may therefore contribute to improving their quality of life and social and labour market inclusion. Nevertheless, the presence of students with disabilities in HE is very low (they account for just 1.3% of the whole student body) and the dropout rate among this group is alarmingly high. At the same time, research conducted in this field has found that students with disabilities are faced with a multitude of obstacles throughout their university career. Among these, a number of studies have highlighted those related to negative faculty attitudes towards disability, as well as the need for specific training in order to enable faculty members to respond to the different educational needs of this particular group of students. In light of the above, this project had three aims: 1. To design a blended-learning training programme which will help faculty to respond adequately to the needs of students with disabilities, based on the principles of inclusive education. 2. To implement a blended-learning training programme with university faculty in order to improve the level of inclusion of students with disabilities. 3. To evaluate the design, development and results of a blended-learning training programme for university faculty, aimed at improving the inclusion and university experience of this group of students. The research project was carried out using the case study methodology. The training programme was evaluated at three different moments: diagnostic evaluation of the programme; evaluation of the programme implementation process; and evaluation of the results obtained.

Funding body: Andalusia Regional Government, Excellence Project (ref. P11-SEJ-7255)
Duration: 26/03/2013 to 26/03/2016 (3 years)
Lead researcher: Anabel Moriña
This research project aimed to study the helps and hindrances identified in university classrooms by university students with disabilities in Andalusia. It also analysed outlooks and attitudes towards inclusion among those working in the different disability support services in Andalusian universities. We were mainly interested in determining which elements linked to classroom processes (methodologies, timing, attitudes, interactions, materials, evaluation criteria, spaces and infrastructures, etc.) acted as facilitators and which were seen as obstacles in the learning processes of students with disabilities. Based on the analysis of those elements that helped or hindered learning, the aim was to design a series of educational inclusion and exclusion indicators for university classrooms. The study was conducted in accordance with the qualitative methodology. Throughout the different research phases, the field of study was approached from both an extensive (participation of all students with disabilities studying at Andalusian universities, by means of an open written interview) and an intensive perspective (through a criteria-based sampling process and using instruments such as discussion groups and in-depth interviews, etc.). A system of categories and codes was used for the data analysis. This process was carried out using the MaxQDA10 data analysis computer program.

Funding body: Ministry of Science and Innovation (ref. EDU2010-16264)
Duration: 01/01/2011 to 31/12/2014 (4 YEARS)
Lead researcher: Anabel Moriña
The aim of this research project was to study the helps and hindrances identified by university students with disabilities regarding access to and time spent at university, and the results obtained. The project had a twofold aim. Firstly, it sought to analyse how universities, as institutions, can facilitate or hinder the educational processes of this group of students. Secondly, we were interested in exploring how the teaching and learning processes, attitudes and relationships, etc. found in university classrooms influence the learning processes and participation of students with disabilities. In this sense, using research techniques based on the biographical-narrative methodology, our aim was to identify the factors these students perceive as helps or hindrances in both the university environment and in university classrooms, and explain the reasons for this view, thus giving voice to this group of students. Based on the data gathered, and during the final phase of the research project, an online training guide was designed for university faculty, with the aim of helping them acquire the skills they need to respond better to diversity in their classrooms.
To achieve the above, the research project established the following specific aims: 
1. To identify, describe and explain the helps and hindrances perceived by students with disabilities in their access to and time spent at university (as an institution), and the results obtained.
2. To identify, describe and explain the helps and hindrances perceived by students with disabilities in university classrooms.
3. To design an online training guide for university faculty, with the aim of responding to the educational needs of students with disabilities.