The space for self-realisation among students with disabilities at university: perspectives from teaching staf

Introduction . The intensification of inclusive processes in higher education emphasises the need to create an educational environment within universities that supports the self-realisation of students with disabilities (SWDs). Faculty members should act as the primary agents within such an environment. However, the specific role of teachers as facilitators of self-realisation for students with disabilities has not yet been empirically investigated. Consequently, a significant gap remains in understanding the role of university teachers as participants in inclusive educational relationships. Aim . The present research aimed to establish a typology of university teaching staff on an empirical basis, according to the nature of their subject position within the system that supports the self-realisation of students with disabilities in inclusive education. Methodology and research method s. The study was based on the methodological principles of inclusive and subject-activity approaches in education. A total of 1,536 university teachers from five federal districts of the Russian Federation participated as respondents in the online survey. A personalised approach to data analysis, employing latent profile analysis, was applied. Results. There are four latent profiles of university teachers, corresponding to their levels of acceptance of inclusive education and their readiness to support the self-realisation of students with disabilities. These profiles reflect distinct teaching positions: involved, detached, interested, and sceptical. Each typological group of teachers is characterised by a specific internal structure, with varying proportions that include, on the one hand, teachers from different educational institutions, and on the other, teachers who differ in socio-demographic and socio-professional characteristics. Scientific novelty . The research materials provide a deeper understanding of the patterns underlying the formation of inclusive educational relationships within the “university staff – student with disabilities” dyad. Practical significance . In light of the results obtained, guidelines have been established for implementing a differentiated approach within universities to optimise the status of teaching staff as facilitators of the self-realisation of students with disabilities.