A.A. Rodríguez

Universidad Autonoma de Madrid, Facultad de Formación del Profesorado (SPAIN)
This article’s goal is to present an innovative project that was carried out by Madrid’s Autonomous University between 2012 and 2013. Its main objective has been the commitment to give specialized training to university teachers of different faculties and different academic titles. This pilot experience has created for the teachers a differential knowledge about which can be the internal and external supports they can rely on when confronted with an educational need throughout the teaching / learning process. The approach used for this formation was firstly established by executing an analysis regarding the teacher’s knowledge at the start of the course. The most frequent needs and demands that can be found in the classroom were used as second premise. The first step was to explain which resources were available at the university in order to teach to students with special educational needs, in case they requested it. The second step was to maximize a theoretic and practical training regarding the different strategies and methodological adaptation measures that coexist for attending students that present some type of disability. The results were obtained through application of the questionnaire, once the teacher’s training process was terminated. The 80% of the participants turned out not knowing about the existence of the different available resources that the university offers. Neither did they know about internal services available that can improve the learning / teaching process to students with difficulties to follow the classroom’s rhythm. Moreover, they manifest not knowing how to realize curricular adaptations, as well as how to use new teaching strategies. Both facts are very important in order to attend personal and educational needs in an effective way. As a final result we want to mention that the general teacher’s opinion is that these courses will be very beneficial and that they should be offered to all universities. They say that their previous studies have never permitted them to get access to this type of apprenticeship during their professional career.