Docentes universitarios inclusivos: qué les caracteriza y cómo conciben la discapacidad / Inclusive University Teachers: What Characterizes them and how do they Think about Disability

El incremento de estudiantes con discapacidad en las universidades españo­las conlleva la necesidad de desarrollar prácticas docentes inclusivas que garanticen la par­ticipación y el aprendizaje de todo el alumnado. Con este trabajo se pretende: (1) conocer las concepciones que el profesorado universitario que ejerce prácticas docentes inclusivas tiene sobre la discapacidad; (2) analizar las razones que les motivan para tener en cuenta las necesidades de los estudiantes con discapacidad, y (3) describir las características que les definen. En el estudio participaron 42 docentes que fueron seleccionados como inclusivos por estudiantes con discapacidad de seis universidades públicas de diferentes comunida­des autónomas de España (Andalucía, Valencia y Madrid). Estos docentes pertenecían a diferentes áreas de conocimiento y todos impartían docencia en Facultades de Ciencias de la Educación. Se siguió una metodología biográfico-narrativa, mediante el uso de entrevis­tas semiestructuradas. Los resultados indicaron que la mayoría del profesorado concebía la discapacidad desde el modelo social, abogando por una educación inclusiva. Entre las razones que les llevaban a responder a las necesidades de este alumnado estaban la expe­riencia previa con personas con discapacidad, el principio de igualdad y su responsabilidad como docente. Respecto a las características de estos docentes inclusivos, destacan la em­patía, el compromiso, la flexibilidad y la vocación docente

The increase in the number of students with disabilities in Spanish uni­versities implies the need to develop inclusive teaching practices that guarantee the par­ticipation and learning of all students. This work is intended: (1) to know the concep­tions that the university teaching staff who carry out inclusive teaching practices have about disability; (2) to analyze the reasons that motivate them to attend to the needs of students with disabilities, and (3) to describe the characteristics that define them. The study involved 42 faculty members who were selected as inclusive by students with disabilities from six public universities in different autonomous communities of Spain (Andalusia, Valencia and Madrid). These faculty members belonged to different areas of knowledge and all of them taught in Faculties of Educational Sciences. A biographi­cal-narrative methodology was used by using semi-structured interviews. Results indi­cated that the majority of the faculty conceived disability from the social, advocating for an inclusive education. Among the reasons that led them to approach to these students were previous experience with people with disabilities, the principle of equality and their responsibility as lecturers. Regarding the characteristics of these inclusive faculty members, empathy, commitment, flexibility and teaching vocation stand out

Patient preference for oral chemotherapy in the treatment of metastatic breast and lung cancer.

OBJECTIVES: Although new therapies against metastatic cancer have been developed in recent decades, chemotherapy is still an important treatment option. Prolonged treatment and side-effects are often discouraging for patients, and in many cases, therapy is only palliative, not curative. This study explores patient preference for oral or intravenous (IV) chemotherapy in the treatment of metastatic breast or lung cancer. METHODS: It is a descriptive, open label, multicentre, nation-wide study, in which a 16-item questionnaire consisting of single-choice questions scored on a 5-point Likert scale was administered to patients in a single visit, and another 11-item questionnaire was self-administered by the patient's oncologist. RESULTS: A total of 131 breast and lung cancer specialists at 64 hospitals enrolled 412 patients (lung cancer = 161; breast cancer = 251). To be eligible, patients must have already received IV therapy and at least 2 cycles of oral chemotherapy. Most (77%) patients expressed preference for oral therapy. Most considered their daily life was less disrupted with tablets (70.4%), had no trouble swallowing them (86.9%), and were not concerned about forgetting to take them (56.8%). Half (56.3%) were worried about problems related to drug infusion with IV therapy, 61.7% were concerned about nurses failing to find a suitable vein, and 63.1% were dissatisfied with hospital waiting times. A uniform response was obtained from both samples of patients. CONCLUSION: Convenience, ease of administration, fewer side effects and better quality of life tilt the balance towards oral drug administration.