Correction: Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.

[This corrects the article DOI: 10.1371/journal.pone.0254250.].

Is pedagogical training an essential requirement for inclusive education? The case of faculty members in the area of Social and Legal Sciences in Spain.

INTRODUCTION: This study investigates the profiles of 25 faculty members of the area of Social and Legal Sciences, from seven Spanish universities, who were selected by students with disabilities. Specifically, the aim of this paper is to understand why, despite their lack of pedagogical and disability training, they are considered to be inclusive faculty members. OBJECTIVE: For this purpose, we analysed the professional characteristics of these academics, their conceptions about disability, what actions they carry out to provide an inclusive response and how they consider that the current situation of university students with disabilities could be improved. METHODS: Semi-structured individual interviews were used to collect the data. Subsequently, a progressive analysis of the data was performed, using an inductive system of categories and codes. RESULTS AND CONCLUSIONS: The results show that these faculty are responsible, involved and committed to their teaching performance. Moreover, they regard reasonable adjustments as a fundamental requirement to handle the different needs of students with disabilities. This paper-which can also be useful for faculty and researchers in other areas of knowledge-comes to the conclusion that training is relevant for becoming an inclusive faculty member. Nevertheless, good will and eagerness to do one's job properly are even more important aspects.

Health sciences and inclusive pedagogy: a qualitative study exploring educational practices for students with disabilities at Spanish universities.

The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and success. This article explores participants' actions and their appraisals of their teaching practice in relation to disability in campus-based education. The study was conducted with 19 Spanish faculty members from the Health Sciences who were nominated by their students with disabilities for having contributed to their inclusion. We carried out a qualitative study based on individual, in-depth, semi-structured interviews. We analysed the data progressively, using a system of categories and codes. The results section outlines the actions taken by faculty members upon learning that they were going to be teaching a student with disabilities, analysing what specific measures they took in accordance with the type of disability in question, and what they found most rewarding and most difficult or unpleasant about their experience with these students in the classroom. The study concludes that the voices of these faculty members may encourage other colleagues to rethink their actions in the classroom and engage in more inclusive practices.

Inclusive pedagogy in Health Sciences Spanish faculties: Educational resources and methodologies for all students.

This article presents the educational practices carried out by Spanish faculty members of Health Sciences to attend to student diversity. A total of 19 faculty members of this area of knowledge suggested by their disabled students participated in the study. Following a qualitative methodology, individual semi-structured interviews were used for the gathering of data. The collected data were analysed through an inductive system of categories and codes. The results show the learning resources that the participants employed to allow all students to make use of them, as well as the teaching methods and strategies that they applied to achieve the active participation and learning of every student. Moreover, the participants commented on the reasonable adjustments that they made when they had a disabled student in their classrooms. Finally, the results were compared to those of other analogous studies, highlighting the keys that could help other faculty members to develop more inclusive practices.

Facilitating the retention and success of students with disabilities in health sciences: Experiences and recommendations by nursing faculty members.

This paper explores the experiences of 19 Spanish faculty members teaching nursing students with disabilities and their recommendations to other colleagues about how to facilitate their retention and success. Students themselves nominated those faculty members they felt had contributed to their learning at university. We carried out a qualitative study with individual interviews and observations. We conducted an analysis of all the information using a system of categories and codes with different themes: experience teaching students with disabilities, personal and professional impact on the faculty and recommendations to other colleagues. The findings indicate that the participants had positive experiences teaching nursing students with disabilities, although they also commented on negative aspects. The impact of students with disabilities was greater at the professional level, as they had helped them become better professionals. Moreover, these participants gave recommendations to help other colleagues contribute to the inclusion of all their students. The study concludes that it is necessary to engage in inclusive pedagogy that contemplates students' needs and develops practices that allow for their learning and participation. Just like their peers, students with disabilities can successfully complete their degrees providing the necessary support is offered, and this includes sensitized, well-informed and properly-trained faculty.

Evolución del método de fecundación in vitro en España: 1993-2010 / Evolution of in vitro fertilization in Spain: 1993-2010

Introducción: El objetivo del presente estudio fue comparar los cambios en el uso de la intracytoplasmatic sperm injection (ICSI) en España, así como discutir las posibles causas. Métodos: Se analizaron los datos del Registro de la Sociedad Española de Fertilidad (SEF) en el uso de fecundación in vitro (FIV)/ICSI entre los años 1993-2010 con ovocitos propios y donados. Además se analizaron las causas que indicaron la FIV/ICSI y el porcentaje de ciclos realizados con ovocitos propios a mujeres mayores de 40 años. Resultados: El uso de ICSI aumentó del 4% en 1993 al 89% en 2010 en ciclos de técnicas en reproducción asistida con ovocitos propios y del 59% en 1999 al 93% en 2008 en ciclos con ovocitos donados. En el periodo 1993-2001 se observa una disminución de indicaciones de FIV/ICSI por factor femenino y un aumento por factor masculino y esterilidad de origen desconocido (EOD), pero a partir de 2001 estos porcentajes permanecen estables. Una evolución similar se observa en el porcentaje de ciclos con ovocitos propios realizados a mujeres mayores de 40 años. Conclusiones: El uso de la ICSI va en aumento, pero es difícil determinar factores clínicos específicos que expliquen estas diferencias. Dado que la ICSI no proporciona mayores tasas de embarazo que la FIV convencional en parejas cuya causa de esterilidad no sea el factor masculino y además supone un incremento en los costes, algunas parejas estériles podrían beneficiarse de un uso menos frecuente de ICSI (AU)

Introduction: The aim of this study was to compare the changes in the use of intracytoplasmatic sperm injection (ICSI) in Spain and to discuss the possible causes for these changes. Methods: We analysed the data of the Spanish Fertility Society registry on the use of in vitro fertilization (IVF)/ICSI between 1993-2010 with own and donated oocytes. We also studied the reasons for indicating IVF or ICSI and the percentage of cycles performed with own oocytes in the case of women over 40 years. Results: The use of ICSI increased from 4% in 1993 to 89% in 2010 in assisted reproductive technology cycles with own oocytes, and from 59% in 1999 to 93% in 2008 for cycles with donated oocytes. In the 1993-2001 period, a decrease was observed in the indications for IVF/ICSI due to the female factor, together with an increase in these indications due to the male factor or to infertility of unknown origin. However, these percentages have remained stable since 2001. A similar trend has been observed in the percentage of cycles with own oocytes performed with women aged over 40 years. Conclusions: The use of ICSI is increasing, although it is difficult to determine the specific clinical factors that may explain these differences. Since ICSI does not produce higher pregnancy rates than conventional IVF in couples whose cause of infertility is not the male factor and it is also more costly, some infertile couples could benefit from less frequent use of ICSI (AU)