Teacher Perceptions on Teacher Training in Inclusive Education at University Level

Abstract

Teacher training in university inclusive education is perceived as a limited process in the academic community at the higher education level. The present study focused on revealing the perceptions of teachers who have taught students with visual impairment about teacher training in university inclusive education. The methodology was qualitative based on grounded theory design. The participants of the study were five teachers who have had teaching experience with visually impaired students at the Technical University of Manabí. The technique applied was a semi-structured interview guide, whose information was analyzed through open, axial and selective coding. The findings revealed that, in the perceptions of teachers, the process of inclusive education requires time, motivation, intervention, a universal process of training and sensitization for the pedagogical community. In conclusion, it was considered essential to provide more solid teacher training in inclusive content and curricular adaptations for the diversity of university students with disabilities.