Vol. 6 No. 6 (2024): Teaching Attitudes and the Participation of Individuals with Physical Motor Disabilities in Higher Education in El Salvador

This study explores university teachers' attitudes toward the inclusion of students with physical motor disabilities in higher education in El Salvador. Using a quantitative approach and a substantial sample of 384 teachers, the research examines perceptions and attitudes regarding the participation of people with disabilities in the university setting. The findings indicate that a significant proportion of teachers hold negative attitudes, potentially influencing the low participation rates of students with disabilities. The analysis suggests these attitudes are linked to sociodemographic factors and a lack of training in special education. Additionally, a theoretical model is proposed to illustrate how teachers' attitudes impact educational inclusion, emphasizing the need for targeted interventions to promote a more inclusive educational environment. The study provides a robust foundation for future policies and programs aimed at addressing attitudinal barriers in higher education, aligning with Sustainable Development Goals (SDGs) 4 and 10.