Recommendations about inclusive pedagogy for Spanish faculty members in the area of Social and Legal Sciences

Recommenda ions abou inclusi e pedagogy o Spanish acul y membe s in he a ea o Social and Legal Sciences Ana Doménech a, Inmaculada O ozco b,*, Rosa io Lopez-Ga i a c *Co esponding au ho a Depa men o Didac ics, Facul y o Educa ion, Uni e sidad de Cadiz, Spain. [email p o ec ed].es b Depa men o Didac ics and Educa ional O ganisa ion, Facul y o Educa ion Sciences, Uni e sidad de Se illa, Spain. [email p o ec ed] c Depa men o Accoun ing, Facul y o Economics and Business, Uni e sidad de Se illa Spain. [email p o ec ed] Abs ac This pape p o ides a use ul guide o ecommenda ions d awn om he expe iences desc ibed by 25 Spanish inclusi e acul y membe s o he a ea o Social and Legal Sciences. We used a quali a i e me hodology and da a was ga he ed using in e iews. The ac ion guidelines and ecommenda ions ob ained a e based on he implemen a ion o an inclusi e pedagogy ha p io i ises he pa icipa ion and success o all s uden s. The esul s a e di ided in o six ca ego ies: acul y- s uden ela ionship, esou ces, me hodology, easonable adjus men s, men o ing and e alua ion. Las ly, his s udy shows ha he eaching s a egies ha p omo e inclusion do no only bene i s uden s wi h disabili ies bu ha e a gene al posi i e e ec on all s uden s. Keywo ds: Recommenda ions; Facul y membe s; Inclusi e pedagogy; S uden s wi h disabili ies Social and legal sciences In oduc ion Uni e si ies a e essen ial spaces o imp o ing he quali y o li e o people, inc ease employmen oppo uni ies and con ibu e o he s uggle agains social exclusion (De Cle c, 2 Galand & F enay, 2020; Lipka, Khou i & Schec e -Le ne , 2020). Thus, in o de o be inclusi e, uni e si ies mus p omo e social inclusion and p e en eli ism, as i educes hei quali y as highe educa ion ins i u ions (Is ael e al., 2017). In he academic yea 2019–2020, he e we e 19,919 s uden s wi h some ype o disabili y egis e ed a Spanish uni e si ies, o whom 8582 (app oxima ely 43%) belonged o he a ea o Social and Legal Sciences (Uni e sia Founda ion, 2021). These da a show ha he e is an inc easing numbe o s uden s wi h disabili ies who decide o unde ake uni e si y s udies. Howe e , hei p esence in he uni e si y does no en ail ull inclusion (Mo iña & O ozco, 2021), as is shown by he es imonies o hese s uden s on he deg ee o inclusion in Spanish uni e si ies. Acco ding o a s udy o he Uni e sia Funda ion (2021), a conside able pe cen age o uni e si y s uden s wi h disabili ies asse ed ha hey el disc imina ed a some poin h oughou hei uni e si y jou ney. The main easons highligh ed by hem we e ela ed o he a i ude o he acul y (dis espec , lack o a en ion o hei needs, bad a i ude, e c.) (38.2%) o accessibili y p oblems, such as a chi ec u al ba ie s, no adap ed exams, lack o cu icula adap a ion, e c. (37.9%). In his sense, he s udies o Ca ballo, Agui e, & Lopez-Ga i a (2021), Hewe , Douglas, McLinden and Keil (2017), Osbo ne (2019) and S endby (2020) also indica e ha s uden s wi h disabili ies do no eel welcome because he acul y has no ecei ed ins i u ional aining o guidance on how o adap hei p ac ices wi h he aim o achie ing inclusi e lea ning expe iences. In many cases, he esponse hey ecei e om hei acul y is a di e en ea men , ending o c ea e unpleasan and excluding si ua ions (Asikainen, Bloms e & Vi anen, 2018; Spassiani e al., 2017; Ve guns & Swa z, 2021). Some o such si ua ions de i e no only om he lack o acul y aining on how o a end o s uden s wi h disabili ies, bu also om he acul y’s lack o p edisposi ion o lea n mo e abou he needs and igh s o each s uden (Shpigelman, Mo , Sachs & Sch eue , 2021). The e o e, i can be asse ed ha acul y aining is an elemen ha a ou s inclusion, al hough i is no a undamen al equi emen o he capaci y o a acul y membe o de elop inclusi e p ac ices a he uni e si y (Ca ballo e al., 2021). Consequen ly, o achie e he educa ional inclusion o s uden s wi h disabili ies in he class ooms, i is no su icien o use di e en inclusi e me hodological s a egies; i is also necessa y o de elop adequa e a ec i e and emo ional skills (Keza & Maxey, 2014; Mo iña, 2020; Pos a e , Ma sson, Lindblom-Ylanne & Hailika i, 2017). In ac , p omo ing a s ong ela ionship be ween acul y membe s and s uden s, and os e ing he pa icipa ion o e e y 3 s uden in he class oom is a undamen al ou e (Juma, Leh omaki ¨ & Naukka inen, 2017). F om his pe spec i e, suppo ing he pa icipa ion and success o all s uden s is no jus an op ion, bu a ma e o esponsibili y and social jus ice (Gibson, 2015; Liasidou, 2014; Pe ez-Ca bonell, Ramos-San ana ´ & Ma ínez-Usa alde, 2021). Unde he poin o iew o social jus ice, he acul y membe is a key playe , since his/he a i udes, skills and knowledge can a ou he cons uc ion o inclusi e lea ning con ex s o all s uden s (Inda-Ca o e al., 2018). Di e en s udies (Ca ballo e al., 2021; Hockings, 2011; Naz & Mu ad, 2017) show ha one o he essen ial aspec s o he inclusion o s uden s wi h disabili ies is ela ed o a mo e humane and a ec i e lea ning app oach. The men ioned s udies epo ha acul y membe s who do ca y ou inclusi e p ac ices in he uni e si y conside a close ela ionship wi h hei s uden s as undamen al. Simila ly, i is necessa y o be eage o help, o apply common sense, o ha e a luid and open communica ion, and o show conce n o he well-being and lea ning o he s uden s (Ehlinge & Rope s, 2020). In his sense, ollowing Po ee (2002) and Falou , Elwood and Hood (2009), an accessible and iendly a i ude owa d he s uden s has a posi i e in luence on hei in ol emen and lea ning. P e ious s udies ha e de ec ed ha inclusi e acul y conside i necessa y o c ea e a class oom clima e based on espec , which gua an ees ha s uden s eel con iden in he class oom and willing o pa icipa e and ask o help (Mo iña, 2020). Addi ionally, i is unques ionable ha an open clima e alues di e si y, and i s possibili ies bene i all s uden s, no only hose wi h disabili ies (Dangoisse, De Cle cq, Van Meenen, Cha ie & Nils, 2020). Some p omising s udies (Gale, Mills & C oss, 2017) show p ac ices o inclusi e acul y who usually de elop ac i e and pa icipa o y s a egies ha bene i all hei s uden s. These p ac ical s a egies a e based on wo king wi h he s uden s, ins ead o ac ing on hem, and hey can se e as an example o o he acul y membe s (Ca ballo e al., 2021; Mo iña, 2020; Pe ez-Ca bonell e al., 2021). S udies ocused on he oice o s uden s wi h disabili ies (G i ul-F eixene , S uy en, Ve s ichele & And ies, 2017; Mo gado, Mo iña & Lopez-Ga i a, 2017; Rod íguez, Izuzquiza & Cab e a, 2021) indica e ha one o he main ba ie s ha hese s uden s de ec a uni e si y a e ela ed o inadequa e eaching p ac ices. Speci ically, many o hem e e o he use o echnological esou ces and igid, poo ly mo i a ing me hodologies wi h no p ac ical applica ion 4 in he p o essional scope (Babic & Dowling, 2015; Mo gado e al., 2017; Rod íguez e al., 2021). In mos cases, his is accompanied by a lack o easonable adjus men s o e ed by he acul y and he li le help ha s uden s ecei e om he disabili y suppo se ices o hei uni e si ies (Hewe e al., 2017; Kim & C owley, 2021; Shpigelman e al., 2021). Howe e , while he acul y can be a ba ie , hey can also p o ide decisi e help o p e en s uden s om d opping ou o he uni e si y and gua an ee hei academic success (Couzens e al., 2015; Lomba di, Mu ay & Kowi , 2016; S ein, 2014). To his end, i is ecommended ha acul y membe s use pa icipa o y and inclusi e me hodological s a egies based on a s uden -cen ed app oach (Cunningham, 2013; Mo iña, 2020; Thomas, 2016). Likewise, i is c ucial ha hey e- hink hei e alua ion me hods and o e di e en ways in which hei s uden s can show wha hey ha e lea n (Nieminen, 2022). In his sense, o o e come he ba ie s encoun e ed by s uden s wi h disabili ies, Uni e sal Design o Lea ning (UDL) o e s adequa e eaching s a egies o make easonable adjus men s in a p oac i e manne . Mo eo e , his amewo k conside s ha he adap a ions in he design o he subjec s bene i no only s uden s wi h disabili ies, bu all s uden s (Bunbu y, 2018; G i ul- F eixene e al., 2017). These s udies, as well as hose o Osbo ne (2019) and Yuso , Chong, Hilma, Zailly and Ma (2020), u he show ha s uden s wi h disabili ies ha e a posi i e opinion abou inclusi e e alua ion sys ems and con inuous e alua ions wi h al e na i e es modali ies, such as eedback, coope a i e lea ning and g oup discussions. Rega ding he oice o he acul y, he e a e ele an s udies abou he ac ions o acul y membe s who con ibu e o he inclusion o s uden s. In his line, he esul s o Sando al, Mo gado, and Doménech (2021) highligh ha hese acul y usually ca e abou he design o an accessible space, p o ide eaching ma e ials in ad ance, eso o pee suppo and ca y ou exams wi h easonable adjus men s (changes o spaces, mo e ime, o al exams…, e c.). Speci ically o he a ea o Social and Legal Sciences, Ca ballo e al. (2021) poin ou he ele ance o ca ying ou such adap a ions, es ablishing a good men o ing sys em, coo dina ing wi h he disabili y se ice and exchanging opinions wi h o he colleagues. Simila ly, he men ioned au ho s s a e ha ac i e and pa icipa o y eaching me hods a e he mos e ec i e and bene icial, and hey also unde line he need o a solid ins i u ional suppo and con inuous e alua ion. Howe e , he access o inclusi e eaching in he a ea o Social and Legal Sciences con inues o be a pending issue (Wells 5 & Komme s, 2020). Conce ns pe sis abou how o make adjus men s and ain s uden s wi h disabili ies o hei ansi ion o he p o essional wo ld (Ande son & Wylie, 2008). The e a e ew s udies aiming a o e ing use ul ecommenda ions and mechanisms o he acul y o his a ea ha help hem o implemen inclusi e s a egies. Fu he mo e, a la ge numbe o s udies ocus on he de ec ion o ba ie s o s uden s wi h disabili ies om he pe spec i e o andomly selec ed acul y membe s (Johnma k, O obia, Munene & Balunywa, 2017; Manley & De G a -Johnson, 2013; Wells & Komme s, 2020). In he same ein, he s udy o Bunbu y (2018 on he oice o acul y membe s o Legal Sciences in he UK highligh s he need o use a non- adi ional and a ied me hodology ha welcomes all lea ning s yles, a lexible and al e na i e e alua ion based on deba es, and he use o easonable adjus men s. Mo eo e , he s udy o Lo enzo-Lledo, Lo enzo, Lledó and Pé ez-Vazquez (2020) quan i a i ely analysed he ou look o Spanish acul y membe s o di e en a eas o knowledge (including Social and Legal Sciences) abou inclusi e eaching me hodologies o s uden s wi h disabili ies. Some o hei esul s indica ed ha acul y applied di e en s a egies o p omo e inclusion. Ne e heless, hey ecognised ha i is undamen al o make classes lexible and ca y ou con inuous men o ing o suppo lea ning. Thus, we aim o ill his gap in he li e a u e abou he inclusion o s uden s wi h disabili ies in he a ea o Social and Legal Sciences. Speci ically, ou aim was o explo e, unde s and and desc ibe adequa e guidelines and ecommenda ions o become an inclusi e acul y membe s in his a ea o knowledge. Unlike o he s udies (Johnma k e al., 2017; Manley & De G a -Johnson, 2013; Wells & Komme s, 2020), he p esen s udy is ocused on inclusi e acul y, as i has been demons a ed ha hei a i udes, p ac ices, easonable adjus men s and suppo a e ac o s ha acili a e he academic success o s uden s wi h disabili ies (Gale e al., 2017; O’By ne, Jagoe & Lawle , 2019; S nado á, Hájko á, & K ě oňo á, 2015). To sum up, al hough i is impo an o ecognise he ole o aining on ma e s o disabili y in he a en ion o s uden s (Cunningham, 2013), he aim o his pape is o o e a use ul and p ac ical ool o ensu e ha he acul y o his a ea o knowledge, despi e a lack o pedagogical o disabili y aining (Ca ballo e al., 2021), ecei e a se o speci ic ac ion guidelines o a ain he inclusion o hei s uden s. To his end, we p oposed he ollowing esea ch ques ion: Wha does an inclusi e acul y membe do o ensu e ha his/he s uden s wi h disabili ies can lea n, pa icipa e and succeed in his/he subjec ? 6 Me hod This s udy is pa o a la ge esea ch p ojec conduc ed by an in e disciplina y eam and unded by he Spanish Minis y o Economy and Compe i i eness en i led “Inclusi e Pedagogy a he Uni e si y: Facul y Na a i es’ (Minis y o Economy and Compe i i eness o Spain, EDU2016- 76587-R)”. This is a quali a i e esea ch ha analyses which acul y membe s o di e en disciplines (A s and Humani ies, STEM, Heal h Sciences, Social and Legal Science) p ac ice inclusi e pedagogy and how and why hey do so. Speci ically, his pape is ocused on explo ing, unde s anding and desc ibing wha ac ion guidelines ecommended by acul y membe s o he a ea o Social and Legal Sciences can be aluable o o he colleagues o a ain he pa icipa ion and success o uni e si y s uden s wi h disabili ies. Pa icipan s The ec ui men p ocess o he pa icipan s o his s udy was aided by he disabili y suppo o ices o 10 Spanish uni e si ies. The s a o hese disabili y suppo o ices sen in o ma ion on he p ojec o s uden s wi h disabili ies o all a eas o knowledge and asked o hei olun a y collabo a ion. S uden s wi h disabili ies hen nomina ed acul y membe s who had con ibu ed o hei inclusion in he uni e si y, by w i ing o he e-mail add ess o he esea ch eam. To gua an ee he ap i ude o he inclusi e acul y, he s uden s wi h disabili ies we e gi en a lis o cha ac e is ics ha should be ound in he acul y membe (s) hey selec ed: he/she acili a es he lea ning p ocess; p omo es an ac i e lea ning; uses a a ie y o me hodologies; ca es abou he lea ning o all s uden s; is lexible and helps when a s uden needs i ; mo i a es his/he s uden s; a ains g oup pa icipa ion and lea ning; and makes e e y s uden eel impo an . Addi ionally, he snowball echnique was used (Cohen, Manion & Mo ison, 2000). In his sense, he s uden s wi h disabili ies ha we e p e iously known o he esea ch eam we e asked o collabo a e. Likewise, o he acul y membe s known o he esea ch eam we e also asked o collabo a e in iden i ying s uden s wi h disabili ies. A o al o 119 acul y membe s o he di e en a eas o knowledge om 10 Spanish uni e si ies pa icipa ed in he s udy. 25 o hese pa icipan s belonged o he a ea o Social and Legal Sciences. In he ec ui men p ocess o his a ea o knowledge we o iginally ob ained a o al o 35 7 pa icipan s. Howe e , 10 acul y membe s inally did no pa icipa e due o pe sonal easons o lack o ime. Wi h espec o he pa icipan s’ p o ile, all o hem had expe ience wi h s uden s wi h disabili ies. Psychic disabili ies we e he mos equen (27.9%), ollowed by physical disabili ies (25.5%), senso y disabili ies ( isual and audi o y) (20.9%), lea ning di icul ies (18.6%) and o ganic disabili ies (6.9%). Rega ding gende , 56% we e men and 44% we e women. The age was a ied, since 12% o he pa icipan s we e unde 40 yea s o age, 40% we e be ween 41 and 50 yea s o age, 44% we e be ween 51 and 60 yea s o age, and only 4% we e o e 60 yea s o age. In ela ion o he eaching expe ience, 28% had less han 10 yea s o expe ience, 32% had be ween 11 and 20 yea s, 28% had be ween 21 and 30 yea s, and 12% had o e 30 yea s. Mos o he pa icipan s augh in Economics and Business (60%), ollowed by Law (20%), Jou nalism (12%) and Social Wo k (8%). Da a collec ion ins umen s Semi-s uc u ed indi idual in e iews we e used as da a-ga he ing echnique. Each in e iew was ca ied ou based on an in e iew sc ip , which was pilo ed by Spanish acul y membe s who did no pa icipa e in he s udy. Based on he conside a ions o Flo ian (2014) and Gale and Mills (2013), his sc ip con ained ou dimensions o inclusi e pedagogy: belie s, knowledge, designs and ac ions. Belie s and knowledge o he pa icipan s we e explo ed in a i s in e iew, whe eas designs and ac ions we e add essed in a second in e iew. Doing wo in e iews ins ead o one helped o deepen he ela ions and us wi h he pa icipan s, o e hem lexibili y and allow enough ime o del e in o each o he dimensions. The ollowing ques ions we e used in he in e iew o ob ain he in o ma ion p esen ed in his a icle: • When you know ha he e is a s uden wi h a disabili y in you subjec , wha s eps do you ollow? • Wha p ac ices/s a egies do you use o os e he ela ionship wi h you s uden s? • Do you use di e en esou ces o p esen con en s (p in ed ex s, echnological media, p esen a ions, ideos…)? I so, why? 8 • How do you make a ailable o you s uden s he esou ces o be used in class (copy shop, i ual pla o m, deli e y in class, by e- mail, sea ch by he s uden …)? Why do you use ha / hose way(s)? • Which o he eaching me hodologies you use a e he mos e ec i e o all s uden s o lea n? Why? And o s uden s wi h disabili ies? • Wha is you opinion abou he need o adap a ions in you subjec so ha s uden s wi h disabili ies can lea n? • Do you make any modi ica ions o he subjec ma e when he e is a s uden wi h a disabili y? Why? Wha kind o modi ica ions ha e you made? (i applicable) Why? • How do you assess? Is he assessmen he same o all you s uden s o do you make any changes o accommoda ions o s uden s wi h disabili ies. I so, why? E e y ull in e iew las ed app oxima ely 90 min, and mos o hem we e ca ied ou ace- o- ace. Howe e , due o pe sonal easons, p e e ence, lack o ime, and dis ance o he pa icipan s, ou in e iews had o be conduc ed ia phone call and h ee ia Skype ideocon e ence. All in e iews we e eco ded in audio and ansc ibed ex ually o subsequen analysis. Da a analysis All in o ma ion was quali a i ely analysed using an induc i e sys em o ca ego ies and codes (Miles & Hube man, 1994). The da a analysis was pe o med in wo phases. The i s phase (coding) was cha ac e ised by a b oad and gene ic sys em o ca ego ies. The second phase gene a ed new subcodes abou he undamen al opics and ideas. Each subcode was analysed in dep h o possible decomposi ion o usion wi h o he codes. The p ocess o ca ego isa ion o all he in o ma ion was ca ied ou by he esea ch eam in o de o discuss he in o ma ion and pe o m a g oup analysis ha helped o o ganise doub ul in o ma ion. Las ly, he au ho s analysed again he ca ego ies and codes ha esponded o he speci ic esea ch objec i e p oposed in his a icle. To acili a e he p ocessing o he in o ma ion, he MaxQDA 12 so wa e was used. Table 1 ep esen s he ca ego ies and codes used o he analysis o he in o ma ion p esen ed in he esul s sec ion o his a icle. 9 E hical aspec s The esea ch p ojec was e hically app o ed he Spanish Minis y o Economy and Compe i i eness. Be o e in e iews we e ca ied ou , all pa icipan s ead and signed an in o med consen , which p esen ed he objec i es o he s udy and he pa icipan s’ igh s and asks. They ag eed o be eco ded in audio o he ansc ip ion o he in e iews and we e ee o abandon he s udy whene e hey wished o. Table 1 Ca ego ies, de ini ion and codes sys em. Ca ego ies De ini ion Codes S a ing he ela ionship A i ude o ac ions ha acul y adop s when ini ia ing he ela ionship wi h he s uden s Show closeness Respec hei p i acy O e hem help Ask o help om he disabili y se ices Ins i u ions o o he p o essionals Resou ces Va ie y o esou ces used by he acul y o each he subjec Ba ie - ee spaces Accessible and a ailable eaching ma e ials Use o echnological ools Me hodology Me hodological ac ions used in eaching Plan eaching wi h disabili y in mind Teach dynamic and p ac ical classes Repea impo an concep s a he beginning Do no o ce hem o pa icipa e Reasonable adjus men s P ocedu e used o make easonable adjus men s by adap ing o he s uden s. Make necessa y adjus men s Apply mo i a ion Will and good p ac ice Design he lea ning in a uni e sal manne Tu o ial ac ion (Men o ing) S a egies o conduc ing s uden men o ing. Show willingness and lexibili y Es ablish a sys ema ic plan Conduc a ollow-up E alua ion Assessmen me hods used and s a egies applied o adap hem o he di e si y o s uden s. Es ablish di e en sys ems Use con inuous e alua ion P omo e eam e alua ion O e mo e ime Adjus exam ypes and o ma s Adap spaces 16 made in s udies epo ing he impo ance o his ela ionship as a key elemen o he inclusion o s uden s wi h disabili ies (Mo iña & O ozco,2021, Ca ballo e al., 2021; Ve guns & Swa z, 2021). Thus, aking ca e o he i s con ac s and dedica ing ime o unde s and he eal needs o all s uden s will help o es ablish a mo e eliable ela ionship o us . Ou esul s show ha knowing he pe sonal cha ac e is ics, needs and pa icula i ies di ec ly om he s uden s hemsel es complemen s he indica ions ha a e ga he ed in he epo s p o ided by he disabili y se ices. Simila ly, as such ela ionship is posi i ely es ablished, i will impac he de elopmen o he class oom p ac ices and, he e o e, he clima e and lea ning o all s uden s (G i ul-F eixene e al., 2017; Mo iña, 2020). Mo eo e , his s udy demons a es he impo ance o making easonable adjus men s in he di e en subjec s, showing ha such adjus men s do no depend so much on a speci ic aining o on g ea changes and me hodological ans o ma ions, bu a he on he ue will o he acul y o do so and hei common sense o make decisions abou i (Ca ballo e al., 2021). The esul s o his s udy indica e ha , wi h eage ness and p edisposi ion, i is possible o make lexible designs in he subjec s, p o ide all s uden s wi h he necessa y esou ces, and es ablish me hodologies ha bene i e e yone. In ac , he acul y o he p esen s udy highligh ed he impo ance o he will and commi men o lea n, as hey claimed ha hei lack o pedagogical aining did no p e en hem om designing hei lec u es in a p oac i e manne , applying he p inciples o UDL unknowingly, and accommoda ing all hei s uden s om he beginning. Simila ly, men o ing has an impo an po en ial ega ding he inclusion o s uden s wi h disabili ies (Ho den, 2015; Lo enzo-Lledo, Lledo, Lo enzo, & A aez, 2017; Sanahuja-Ga alda, Muñoz-Mo eno & Gai ín-Sallan, 2020). We lea ned ha his elemen has been somewha o go en in highe educa ion, al hough, i o ganised and po en ia ed h ough he mechanisms acili a ed by he uni e si y i sel , i becomes a key elemen o ein o ce he lea ning o all s uden s. In ac , as poin ed ou by Sanahuja-Ga alda e al. (2020), men o ing a uni e si y gi es s uden s he igh o belong o a g oup and o no be excluded o hei disabili y, and i is essen ial o he a ainmen o he objec i es o he uni e si y ins i u ion and mo e no malised socie ies. Tu o ing is a lexible ool in he uni e si y scope, and i has a highly posi i e e ec on he pa icipa ion, lea ning and success o he s uden s. Las ly, in addi ion o he abo e men ioned, he e is ano he necessa y elemen : he app oach on e alua ion. As was s a ed by Boud and Sole (2016), e alua ion mus ecognise and os e he 17 lea ning o he s uden s and p epa e hem o hei p o essional u u e. Howe e , p e ious s udies show ha ce ain e alua ion sys ems pose a ba ie o s uden s wi h disabili ies (G imes, Sou hga e, Sce ak & Buchanan, 2019). The e o e, we conside ha eaching in he uni e si y scope mus p o ide lexible e alua ion ha can be accessed by all s uden s (Dal on & Khu ana, 2020; Nieminen, 2022; Tai, Ajjawi & Uma o a, 2021), in which di e en op ions a e o e ed based on he pa icula cha ac e is ics o each s uden . This app oach will help o o e come he seg ega ing e alua ion ha cu en ly exis s in highe educa ion, hus os e ing a mo e o ma i e and inclusi e e alua ion o all s uden s. Conclusion Al hough many s udies ha e been ocused on he ba ie s encoun e ed by s uden s wi h disabili ies (G i ul-F eixene e al., 2017; Mo gado e al., 2017; Rod íguez e al., 2021), ew wo ks ha e add essed “inclusi e acul y” and explo ed how o p omo e inclusion in a speci ic a ea o knowledge (in his case, Social and Legal Sciences). Fu he mo e, mos s udies ocus he inclusi e s a egies on speci ic s uden s and do no p o ide clues abou how o p omo e inclusion in he class g oup, ega dless o he si ua ion o ci cums ance o he s uden . This was he main con ibu ion o ou s udy, since ea men wi h he s uden du ing he i s days, esou ces used, me hodology, easonable adjus men s, men o ing and e alua ion a e conside ed unde a b oad pe spec i e o di e si y. Al hough he acul y membe s o ou s udy we e selec ed by s uden s wi h disabili ies, hey s a ed ha e e y hing hey do o he sake o hei inclusion is equally bene icial o he g oup as a whole. In his line, he p esen s udy highligh s he u gen need o e- hink he acul y aining plans a uni e si ies. These should be compulso y ( ega dless o he a ea o knowledge) and designed as heo e ical-p ac ical wo kshops ha help o exchange ideas among colleagues and, a he same ime, o plan he sessions om a mo e inclusi e pe spec i e. To sum up, ou aim was no o show a compila ion o guidelines o ollow, bu some possible ou es ha demons a e good p ac ices and se e as a model. Each acul y membe should conside he mos sui able ou es o apply in each speci ic si ua ion. We hope ha hese guidelines help acul y membe s o implemen an inclusi e eaching o all s uden s. 18 Limi a ions and u u e esea ch lines This a icle explo es he oices o inclusi e acul y membe s, bu i does no include he oices o s uden s wi h disabili ies o class oom obse a ions. Fu u e s udies should combine bo h oices, in o de o iden i y he bes ou es o ollow wi h he aim o ca ying ou inclusi e p ac ices in he class oom. Fo example, his could be ca ied ou h ough ocus g oups o show he main conclusions ob ained om he obse a ion o he sessions. Las ly, i would be in e es ing o include inclusi e acul y membe s also om beyond he Spanish con ex . This would be aluable o he analysis o simila i ies and di e ences be ween coun ies and he iden i ica ion o he inclusi e p ac ices ha a e ca ied ou in each con ex . Acknowledgmen s This wo k was suppo ed by he Minis y o Economy and Compe i i eness o Spain and FEDER unds Eu opean Union [g an numbe s EDU2016-76587-R/Fede Funds]. 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