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

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.