More than Teaching, the Inclusive Practice of Lecturers in Higher Education

Abstract

Inclusive higher education and inclusive pedagogical methods are increasingly researched topics in higher education. However, little research is focused on the tasks and learning opportunities of lecturers and the presentation of their side. This article is an analytical overview and theoretical work based on international literature, which approaches the practice of lecturers working in higher education from the inclusion perspective. It validates the role and practice of lecturers in the success of inclusive education and the preparation of the lecturers for this work. Analytical aspects were the approach of inclusive higher education, support for students with disabilities, and institutional and teaching solutions based on international literature. While collecting resources, we relied on the EBSCO and ERIC databases. A selection criterion was that the articles were published after 2010 and that they reported empirical research. Based on an analytical review of the international literature, institutional continuing education is organised for lecturers to create inclusive higher education, which supports the work of lecturers when teaching students with disabilities. Also, they make a professional community. In cases where such training is unavailable, lecturers rely on their creativity, turn to their colleagues and disability experts for professional help, and involve the students with disabilities in shaping their learning process.