Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability.

Despite the rapid growth in inclusive university programs, access to inclusive higher education is still limited for students with intellectual disability (ID). This article explores the perspectives of 34 students with ID on their motives for accessing the inclusion and job placement programs at three Spanish universities and the external factors that contributed to their studying at the university. The study used a qualitative methodology based on a phenomenological approach using semi-structured interviews that had previously been validated and piloted.

When people matter: The ethics of qualitative research in the health and social sciences.

When research involves people, ethics are fundamental. In the health and social sciences, when qualitative methodologies are used, in addition to ensuring an ethical process approved by the ethics review board, it is also necessary to guarantee an ethical practice capable of responding adequately to the complex questions and dilemmas which arise as the study progresses. This theoretical article analyses some of the most sensitive issues involved in qualitative research and discusses the following questions: (a) How should ethics be approached when working with vulnerable groups? (b) Is informed consent enough? (c) Should we rethink anonymity? (d) What is the difference between confidentiality and anonymity? (e) What exactly do we mean by relational ethics? (f) How can we avoid hurting people, yet remain honest? In the conclusions, we discuss some basic aspects for ensuring ethical studies.

Facilitating the retention and success of students with disabilities in health sciences: Experiences and recommendations by nursing faculty members.

This paper explores the experiences of 19 Spanish faculty members teaching nursing students with disabilities and their recommendations to other colleagues about how to facilitate their retention and success. Students themselves nominated those faculty members they felt had contributed to their learning at university. We carried out a qualitative study with individual interviews and observations.

The dream school: Mind-changing perspectives of people with intellectual disabilities.

In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, allowing participants to place messages into categories on a poster board.

The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships.

The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities' motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities.

The impact of a faculty training program on inclusive education and disability.

This paper describes the knowledge gained by 20 faculty members following their participation in a training program on inclusive education and disability. The study, which was conducted at an university in Spain, aimed to design, implement and evaluate a program for training faculty members to respond in an inclusive manner to the needs of students with disabilities. An initial, formative and summative qualitative evaluation was carried out and four instruments were used for collecting the data: group and individual interviews, written open-ended questionnaires and observations.