Participation and Physical Motor Disability in Higher Education in El Salvador.

Abstract

The approach to disability as an object of study has been carried out in multiple investigations, however, there is a small number of studies focused on measuring the attitudes of university teachers towards the participation of people with a specific disability. The objective of the study we present is to determine the attitudes of teachers from three Salvadoran private universities towards PEDM in the teaching-learning processes at a higher level. To do this, 30 university teachers have been surveyed. The results show significant differences between teachers globally and those who had students with physical motor disabilities in their classrooms. Although universities are betting on the training of university teachers in terms of educational inclusion issues, the results demonstrate the fact that the expected objectives are not being achieved. Furthermore, these reflect the existence of a small number of students with physical motor disabilities in the selected Salvadoran universities. The conclusions point to the need to create training actions for university teachers and the importance of awareness-raising, support and curricular adaptations to favor people with physical motor disabilities in the teaching-learning process of higher education.