Abstract
Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the Self-Efficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education.
Original language | English |
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Pages (from-to) | 539-544 |
Number of pages | 6 |
Journal | Procedia Computer Science |
Volume | 231 |
DOIs | |
Publication status | Published - 2024 |
Event | 14th International Conference on Emerging Ubiquitous Systems and Pervasive Networks / 13th International Conference on Current and Future Trends of Information and Communication Technologies in Healthcare, EUSPN/ICTH 2023 - Almaty, Kazakhstan Duration: 7 Nov 2023 → 9 Nov 2023 |
Keywords
- Attitude
- Higher Education
- Inclusive Education
- Self-efficacy
ASJC Scopus subject areas
- General Computer Science