La atención a la diversidad en la universidad: El valor de las actitudes

ABSTRACTStudent diversity is legally supported in the Spanish education system at all levels; however, when the students who have taken part in the diversity measures have done their basic and post-compulsory education, in higher education they do not always find specific attention and the teaching actions that conform to their specific needs due mainly to their sensory or physical disabilities. The purpose of the work we are presenting is to know the opinion of a sample of teachers (n=85) and students (n=1,015) of a Teaching Degree and Pedagogy Degree of two universities regarding diversity. This study also validated the “Diver Form” (Questionnaire on University Diversity and Education).The results reveal a positive attitude towards including students with disabilities at university, although with a negative opinion from the teachers regarding the curriculum adaptation. Belonging to one of the surveyed groups, the gender and the variable and prior contact with disability show significant differences, though this is not the case for the degree taken or the university to which they belong. These findings emphasize the need for specific training for teachers in the use of inclusive methodologies and supporting of a psychopedagogic particular intervention integrated in tutorial action plans with institutional outreach. Taken together, these actions support the social dimension of the Bologna Process.RESUMENLa atención a la diversidad está respaldada legalmente en el sistema educativo español en todos los niveles, sin embargo, el alumnado que ha participado en las medidas de atención a la diversidad cuando supera la educación básica y postobligatoria no siempre encuentra en las instituciones de educación superior una atención específica y una acción docente ajustada a sus necesidades específicas derivadas, en su mayoría, de discapacidades sensoriales y físicas. La investigación que aquí se presenta tuvo por objeto conocer las opiniones que hacia la atención a la diversidad tenían una muestra de profesores (n=85) y estudiantes (n=1015) de Grado de Maestro y de Grado de Pedagogía de dos universidades así como validar el instrumento Diver-Form-Cuestionario sobre Diversidad y Formación Universitaria. Los resultados obtenidos revelan una actitud positiva hacia la inclusión universitaria de los estudiantes con discapacidad aunque con una opinión negativa del profesorado hacia las adaptaciones curriculares. La pertenencia a uno de los colectivos encuestados, el género, y la variable, contacto previo con la discapacidad, muestran diferencias significativas, no así la titulación cursada o la universidad a la que se pertenece. Estos hallazgos destacan la necesidad de una formación específica del profesorado en el uso de metodologías inclusivas y avalan una intervención psicopedagógica singular integrada en planes de acción tutorial con proyección institucional. En su conjunto, estas acciones respaldan la dimensión social del Proceso de Bolonia.ABSTRACT Student diversity is legally supported in the Spanish education system at all levels; however, when the students who have taken part in the diversity measures have done their basic and post-compulsory education, in higher education they do not always find specific attention and the teaching actions that conform to their specific needs due mainly to their sensory or physical disabilities. The purpose of the work we are presenting is to know the opinion of a sample of teachers (n=85) and students (n=1,015) of a Teaching Degree and Pedagogy Degree of two universities regarding diversity. This study also validated the “Diver Form” (Questionnaire on University Diversity and Education).The results reveal a positive attitude towards including students with disabilities at university, although with a negative opinion from the teachers regarding the curriculum adaptation. Belonging to one of the surveyed groups, the gender and the variable and prior contact with disability show significant differences, though this is not the case for the degree taken or the university to which they belong. These findings emphasize the need for specific training for teachers in the use of inclusive methodologies and supporting of a psychopedagogic particular intervention integrated in tutorial action plans with institutional outreach. Taken together, these actions support the social dimension of the Bologna Process.