2026-06-28T04:49:22Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/118772026-06-27T00:05:16Zcom_10259_4839com_10259_5086com_10259_2604com_10259_7618com_10259_4144com_10259.4_106col_10259_4840col_10259_9255
Corbí Santamaría, Miguel
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600
0000-0003-1437-2414
Tombolato, Monica
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Bueno Sánchez, Lidia
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Hermans, Katrien
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Valenti, Antonella
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600
Garcés Ferrer, Jorge
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Straniero, Alessandra
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Brojčin, Branislav
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Mesquita, Cristina
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Bonifácio, Evangelina
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Martini, Berta
b9bf249f-ae77-4f51-88fa-13c42f0f0a55
Rodríguez Cano, Sonia
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600
0000-0002-4242-6865
Milants, Michelle
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Glumbić, Nenad
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2026-06-26T08:26:34Z
2026-06-26T08:26:34Z
2021
1452-7367
https://hdl.handle.net/10259/11877
10.5937/specedreh20-31002
2406-1328
The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary
knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities.This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. A cross-sectional study was carried out by means of a survey designed to collect the
teachers’ perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers.The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people withintellectual disabilities in higher education.
application/pdf
eng
University of Belgrade - Faculty for Special Education and Rehabilitation, Belgrade
Specijalna edukacija i rehabilitacija. 2021, V. 20, n. 1, p. 1-15
DOI: 10.5937/specedreh20-31002
2019-1-ES01-KA203-065823
Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
Higher education
People with intellectual disabilities
Teacher training
Enseñanza superior
Educación especial
Education, Higher
Special education
Intellectual disability in higher education: Self-perceived training needs of university teachers
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Specijalna edukacija i rehabilitacija
20
1
1
15
THUMBNAIL
Corbi-SER_2021.pdf.jpg
Corbi-SER_2021.pdf.jpg
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license.txt
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Corbi-SER_2021.pdf
Corbi-SER_2021.pdf
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10259/11877
oai:riubu.ubu.es:10259/11877
2026-06-27 02:05:16.602
Repositorio Institucional de la Universidad de Burgos
bubrep@ubu.es
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