Accessible Educational Material for Higher Education Students with Disabilities: Knowledge and Skills of Teaching Staff

Konstantinos Papadopoulos (), Eleni Koustriava, Elena Chronopoulou, Rafael Molina-Carmona, Flavio Manganello, Lisander Isaraj, Christina Fountouki and José María Fernández Gil
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Konstantinos Papadopoulos: Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece
Eleni Koustriava: Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece
Elena Chronopoulou: Department of Theology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
Rafael Molina-Carmona: Department of Computer Science and Artificial Intelligence, University of Alicante, 03690 San Vicente del Raspeig, Spain
Flavio Manganello: National Research Council, Institute for Educational Technology, 16149 Genova, Italy
Lisander Isaraj: Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece
Christina Fountouki: Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece
José María Fernández Gil: Department of Computer Science and Artificial Intelligence, University of Alicante, 03690 San Vicente del Raspeig, Spain

Social Sciences, 2025, vol. 14, issue 8, 1-15

Abstract: Students with disabilities in higher education often encounter challenges that hinder their graduation rates and impede their fundamental right to quality education. One significant barrier is the lack of accessible educational materials, which restricts their ability to acquire knowledge. University faculty respond positively to inclusive teaching practices, but they lack the relevant knowledge, skills, and experience. The study aimed to examine the knowledge of the higher education teaching staff regarding the types and forms of accessible educational materials, as well as their experience in using and developing such materials. Additionally, it explored their involvement in distance education programs and courses for students with disabilities and their related needs. Thirty-six members of the teaching staff, from Italy, Germany, Greece, and Spain, participated in interviews, and 131 members of the teaching staff in questionnaire-based research. The results showed that participants may present limited knowledge of accessible materials used by students with disabilities and appear to be even less experienced in developing and utilizing such materials. Teaching staff tend to be familiar only with the types of educational materials they regularly use in their teaching practice. Overall, the findings suggest that teacher training and upskilling initiatives remain the foundation of progress, but more massive approaches should be implemented.

Keywords: accessible material; disability; teaching staff; higher education; students with disabilities (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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