The increasing participation of students with disabilities in higher education (HE) has brought renewed focus on the role of teachers in promoting inclusive learning environments. Although the concept of teacher effectiveness is widely discussed, much of the existing literature is based on subjective accounts rather than objective assessments. This scoping review synthesises empirical research on teachers’ and students’ perceptions of teacher effectiveness in supporting students with disabilities in HE. A total of 22 peer-reviewed studies published between 2010 and 2023 were included, representing qualitative, quantitative, and mixed-methods research designs. The findings emphasise the importance of teacher-related characteristics such as empathy, openness, and awareness of disability-related needs, as well as inclusive teaching strategies including Universal Design for Learning, flexible assessment practices, and the use of assistive technologies. Several innovative approaches, including gamification and structured transition programmes, also emerged. The predominance of perception-based evidence points to a lack of objective evaluations of effectiveness. This review contributes to the current body of knowledge by clarifying how teacher effectiveness is perceived in inclusive HE settings and by identifying key areas for future research and policy development.
Mastrokoukou et al. (Thu,) studied this question.
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