<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382020000400551</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702020v26e0059</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectivas de Alunos e Professores de Práticas de Ensino Inclusivas Em Programas de Formação de Professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANDOVAL]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VÁZQUEZ]]></surname>
<given-names><![CDATA[Carmen MÁRQUEZ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SIMON]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANDIGO]]></surname>
<given-names><![CDATA[Alma M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad Autonoma Madrid Faculty of Teacher Training and Education Department Development and Educational Psychology]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autonoma Madrid Faculty of Teacher Training and Education Department Development and Educational Psychology]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autonoma Madrid Faculty of Psychology, Department Development and Educational Psychology]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Northern Arizona University Yuma College of Education Department Curriculum and Instruction]]></institution>
<addr-line><![CDATA[Arizona ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>4</numero>
<fpage>551</fpage>
<lpage>554</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000400551&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000400551&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000400551&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students&#8217; needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo foca as percepções dos alunos e do corpo docente sobre práticas instrucionais inclusivas em programas de formação de professores em três universidades diferentes (duas na Espanha e uma nos EUA). Sintetizamos essa estrutura em quatro dimensões: (a) identificação das necessidades e pontos fortes dos alunos, (b) acessibilidade aos espaços físicos e materiais, (c) metodologias e estratégias para engajar os alunos, e (d) valorização da diversidade como um recurso. Uma metodologia mista (questionário e entrevistas) foi utilizada para coletar as informações. Participaram deste estudo 653 estudantes universitários e 35 professores das diferentes faculdades de educação. Os resultados revelam as percepções dos alunos e do corpo docente tanto em relação às práticas efetivas para salas de aula universitárias inclusivas diversas quanto às barreiras à inclusão que afetam a aprendizagem nas instituições participantes. Os resultados refletem sérias discrepâncias entre alunos e docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[University faculty]]></kwd>
<kwd lng="en"><![CDATA[College teaching]]></kwd>
<kwd lng="en"><![CDATA[Universal design]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Corpo docente da universidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[Desenho universal]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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