‘Atypical’ and inclusive education in university: Ethical awareness with teacher education students
DOI:
https://doi.org/10.12795/Ambitos.2024.i65.03Keywords:
ethical sensivity, inclusive education, higher education, audiovisual fictions, seriesAbstract
In the higher education level, difficulties have been detected in ensuring access and retention of students with disabilities or neurodiversity conditions. This can be prevented and reversed through the ethical sensitization of future education professionals towards inclusive education. According to James Rest’s theoretical model, ethical sensitivity involves assessing a situation based on a value system, identifying the behaviors and individuals involved, as well as how they may affect others. This article aims to design and test an activity on ethical sensitivity regarding inclusive education at the higher education level, drawing from the Racial and Ethical Sensitivity Test and using a contemporary fiction series. The methodology is predominantly qualitative. Twenty teacher education students participated, tasked with identifying a series of ethical issues in a segment of the series “Atypical” and proposing action plans to address the issue at hand. The results demonstrate the detection of all ethical issues present in the audiovisual segment. Participants took on different professional roles to propose interventions as teachers or educational psychologists within the school community. Additionally, a lack of specific knowledge about inclusive education at the higher education level was observed. In conclusion, the usefulness of audiovisual fictions for designing activities that explore ethical sensitivity is highlighted, and the relevance of professional ethics training for educational agents is underscored.
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