An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do

Abstract

This article shows the educational strategies developed by faculty members that their students with disabilities considered as excellent for carrying out an inclusive pedagogy in Higher Education. One hundred and nineteen faculty members from 10 Spanish public universities participated in the study, 24 of whom were from the field of Arts and Humanities. Through a qualitative methodology, individual semi-structured interview was used for data collection. The data were analyzed inductively through a categories and codes system. The results show how the participants considered students' opinions when designing their methods. Moreover, the study shows the teaching strategies that the participants used to ensure the participation of all their students. Lastly, the article describes how the participants attended to the concerns of students with disabilities. Finally, we discuss these results with previous studies, and we consider the main elements for an inclusive pedagogy that may serve as an example for other faculty members.