Inclusive education from the university

Abstract

Inclusive education can be analyzed through various stages: segregation, integration, and inclusion. The vision of the mainstream school is not the same as that of the inclusive school; segregation and integration remain prevalent. The research titled "Inclusive Education from the University" aimed to explore knowledge and experiences regarding inclusive education from the perspectives of students and faculty at the university level. In this study, a survey was administered to 80 active students and 46 professors across the 12-degree programs offered by the Paracentral Multidisciplinary Faculty of the University of El Salvador (FMP-UES). This is a descriptive, non-probabilistic convenience study. The results show that: Most students and faculty believe inclusive education is primarily related to education for all. There is an understanding of learning diversity that extends beyond students with disabilities. There is a willingness to diversify assessment activities, instructional delivery, and teaching strategies. Current methods are dominated by written exams, lectures, and rote learning, leading to a demand for more training in pedagogy and didactics within an inclusive context. The conclusions suggest looking beyond the Universal Design for Learning (UDL).