ACESSO DE ESTUDANTES COM DEFICIÊNCIA NO ENSINO SUPERIOR E SUA RELAÇÃO COM O PROJETO DE SOCIEDADE EXISTENTE

Reviewed by: Allies for Inclusion: Disability and Equity in Higher Education: ASHE Volume 39, Number 5 by Karen A. Myers, Jaci Jenkins Lindburg, & Danielle M. Nied Edlyn Vallejo Peña Karen A. Myers, Jaci Jenkins Lindburg, & Danielle M. Nied. Allies for Inclusion: Disability and Equity in Higher Education: ASHE Volume 39, Number 5. San Francisco: Jossey-Bass, 2014. 152pp. Paperback: $29.00. ISBN: 978-1-118-84611-7 Today, 11% of college students report having a disability (U.S. Department of Education, 2009). Federal legal mandates, such as the Americans with Disabilities Act of 1990, coupled with growing enrollments of students with disabilities, have increasingly prompted postsecondary institutions to serve the unique and complex needs of their students over the past 25 years. In their monograph, Allies for Inclusion: Disability and Equity in Higher Education, Myers, Lindburg, and Nied (2014) bring attention to the ways in which institutional allies can support the needs and successes of college students with disabilities. The monograph is useful “to serve as a guide to promote the inclusion of people with disabilities” (p. 5) for researchers and higher education practitioners. The seven-chapter monograph departs from the majority of publications about students with disabilities in higher education. That is, the central purpose of Allies for Inclusion is to underscore and explore the role of faculty, staff, and administrators as allies in the lives of students with disabilities. The authors move a step beyond placing the onus of responsibility for postsecondary success on students with disabilities and disability service providers themselves toward a shared model of campus ownership and responsiveness toward students. The authors begin their first chapter with a discussion on preparing institutions of higher [End Page 310] education for a future of equity and inclusion for students with disabilities. It effectively establishes the significant role of allies and argues that the inclusion of people with disabilities is the responsibility of all campus constituents, not just those who work in disability and affirmative action offices. This theme of shared responsibility is woven into the fabric of the rest of the chapters. The second chapter details an overview of disability history in higher education. The authors describe critical pieces of legislation, policies, and cases that made an impact on disability movements in society, and in turn, institutions of colleges and universities. The unfolding descriptions of key decisions made in the United States capture the “spirit of change” over the last 60 years for students with disabilities. The authors describe different types of disabilities in the third chapter, with the majority of college students having been diagnosed with a learning disability or ADD/ADHD. Meanwhile, autism spectrum disorders and psychological disabilities are on the rise. The chapter summarizes research studies that report students’ experiences with faculty, disability services, and navigating campus cultures. The authors remind their readers that the whole campus is responsible for cultivating an inclusive climate. “Disability education is for everyone, by everyone. Through collaborative efforts and open communication, an entire campus community has the potential for providing a welcoming, inclusive environment” (p. 47). The next chapter focuses on “Understanding Campus Complexities: Problems, Challenges, and Marginalization.” The authors detail different theoretical lenses through which people with disabilities are viewed and treated, not just in society but in higher education. The models range from perpetuating damaging perceptions toward people with disabilities to a framework rooted in social justice. These models and frameworks include the moral model, the medical model, the functional limitations framework, the minority group paradigm, the social construction model, and the social justice perspective. Ultimately, the goal is to move toward a lens that “challenges those [traditional] assumptions, celebrating the uniqueness of individual differences while focusing on social change and transforming oppressive structures” (p. 53). The chapter also delves into attitudes about disability, as well as campus services, including serving veterans with disabilities. While the topics in the fourth chapter provide practitioners and researchers with critical information about ways in which to frame and serve students with disabilities, the major drawback of the monograph reveals itself in this very chapter, alerting the readers to a limitation that is systemic to the monograph. That is, Myers, Lindburg, and Nied fail to explain the ways in...

The Incluir Program influenced institutional policies for the implementation of accessibility actions for people with disabilities in higher education, in all Brazilian states. With financial support from the MEC, Brazilian universities created and/or restructured diversity support units in Federal Institutions of Higher Education and State Institutions of Higher Education. Thus, the objective of this work is to analyze how the current situation is, from the productions of theses and master's thesis, since their publication, to understand how these Higher Education institutions have organized to support the entry and permanence of people with disabilities after this financial contribution and the publications of the inclusion public policies in Brazil. The methodological procedures of this research are qualitative and bibliographic in nature, using content analysis. The results of this investigated period revealed progress in the implementation of public policies, after 2005, with the creation of diversity support units and resources for the inclusion of young people and adults with disabilities, it was also possible to identify the need for teacher formation and for professionals working in these institutions to eliminate the attitudinal and communication barriers located in many higher education institutions.

The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University’s Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive.

Resumo O Programa Incluir - Acessibilidade na Educação Superior objetiva o desenvolvimento de políticas institucionais de acessibilidade nas Instituições Federais de Ensino Superior (IFES), buscando o desenvolvimento acadêmico de estudantes com deficiência e/ou mobilidade reduzida. Dentre suas ações encontra-se a criação e consolidação dos núcleos de acessibilidade. Este estudo se propõe identificar e discutir as ações da Psicologia nesses núcleos, em especial averiguar como seus coordenadores se manifestam diante desse processo. Participaram 17 coordenadores de núcleos das IFES. A coleta de dados se deu por meio de questionário, via formulário eletrônico. Os resultados identificaram ações para a remoção das barreiras atitudinais realizadas por grande parte desses núcleos, como a efetivação de programas de sensibilização e/ou conscientização, palestras e campanhas. Constatou-se que a Psicologia ocupa papel de destaque, principalmente nas práticas relacionadas aos processos educativos dirigidos aos estudantes com deficiência, favorecendo a permanência de um público ainda pouco presente na Universidade.

While contemporary scholarship seeks to include Indigenous Knowledge Systems (IKS) into epistemology, to re-centre knowledge that has been placed in the periphery, in Africa largely and in South Africa specifically, construction of African Indigenous Knowledge (AIK) has shaped disability in negative ways, hence the exclusion of persons with disabilities in society. The article utilised a review of literature as a methodology to explore the ways in which negative AIK has been constructed, to frame disability negatively and to exclude students with disabilities in South African higher education. Decolonial theory informed the imperceptible underlying cause of negative AIK about disability. Ubuntu was viewed as an African philosophy that could bring back the being and humanness of those with disabilities. Incorporating African proverbs relating to tolerance of disability into the curriculum was proposed as the way in which positive AIK could be re-centred, to assist the inclusion of students with disabilities in families, communities and higher education. The article sought to contribute to the contemporary debate of placing IKS at the centre of epistemology in higher education. While a number of studies have focused on re-centering IKS in epistemology largely, few have looked at it from the perspective of re-centering the positive AIK, to include students with disabilities in higher education in the South African context.

Purpose Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. Methods One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. Results AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self-efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. Conclusion These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. Implications for rehabilitation Students with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students’ educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

Assessment forms an integral part of the learning process in higher education where knowledge is tested and applied in various ways. While various methods are employed by assessors ranging from formative to summative assessments, a high degree of integrity is required from those tasked with assessing the students. Ethics, honesty and integrity are the forgotten pillars of assessment which often do not reflect in the assessment task but in the individuals tasked with ensuring academic quality.This qualitative study must be understood as an attempt to close the gap in the literature and to provide a deeper understanding of: the assessment challenges faced by students with disabilities in Higher Education (HE); accommodations which are being offered and other measures which are in place to enhance inclusive assessment; and suggested strategies to promote inclusive assessment of students with disabilities (SwDs) in HE. Data collection involved individual interviews and focus group discussion with students with various impairments on their assessment experiences. Findings reveal that generally SwDs still face assessment challenges although there are marked improvements on their accommodations. Lack of access to information in accessible formats, lack of computer and Braille skills were also cited as challenges SwDs were facing. Participants expressed satisfaction on how examinations were administered as they could write using the modes they were comfortable with. These modes included audio, Brailling and use of computers. Students applauded the University as it allowed them extra time for writing their examinations. Participants also expressed attitudinal as well as financial challenges during their work related learning/teaching practice in addition to lack of Braille and computer skills by both learners and staff.. The study concludes that SwDs still experience assessment challenges although to some extent HEIs have put in place some practices to the benefit of SwDs. In light of the foregoing findings and conclusions, the researchers therefore recommend the following: The University should invest in assistive technologies including embossers, scanners and the relevant software like JAWS for the benefit of students with disabilities The university should equip staff with such basic skills like Brailling and training in basic disability issues through regular disability awareness campaigns The Institution should incentivise helpers of students with disabilities in the form of, for example free accommodation The University should establish a Disability Resource Unit and engage a fulltime Disability Resource Unit Officer The university should sensitize staff and students about the Disability Policy and walk the talk in its implementation. The government should complement by paying some allowances to University SwDs on Work Related Learning/Teaching Practice to enable them meet extra costs associated with their impairments Keywords: Assessment, Alternative assessment, Inclusive assessment, Summative assessment, Formative assessment, Students with disabilities. DOI : 10.7176/JEP/10-18-06 Publication date :June 30 th 2019

Researches involving people with disabilities in Higher Education are not recent, many researchers have addressed several aspects inherent to the theme. However, when we focus on the specificity of intellectual disability we find that the number of investigations is restricted. With the objective of mapping the researches that have been carried out in the Postgraduate Programs on admission, permanence and participation of students with disabilities and with intellectual disability in Higher Education, we conducted a survey in the Bank of Thesis and Dissertations of the Coordination of Improvement of Personnel and the Brazilian Digital Library of Theses and Dissertations. The temporal cut was from year 2005 to July 2018. As search descriptors we use the combined expressions: university x deficiency, Higher Education x deficiency, Higher Education x deficiency, university x intellectual deficiency, Higher Education x intellectual deficiency, Higher Education x deficiency intellectual. After reading the titles and abstracts of the 176 theses and dissertations found, through the technique of Content Analysis, we performed a categorization of the topics covered. In the sequence, we analyze the complete works that contemplated the students with intellectual deficiency. We found that there are a limited number of papers dealing with intellectual disability in Higher Education, only five of them considered intellectual disability, which indicates the need to undertake research on this subject, especially since Law no. 12.711 / 2012 was amended in December. 2016, inserting people with disabilities in the public contemplated by the reservation of vacancies/quotas in the federal universities and in the federal institutions of technical education of average level.

The aim of this study is to adapt the Turkish version of the The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) developed by Fuentes, Pérez-Padilla, Fuente, and Aranda (2021) into the national literature by conducting validity and reliability studies. In this context, the study included findings related to the validity and reliability of the adapted scale. A total of 606 individuals from a state university participated in the study. Of the participants, 535 were students, and 71 were teachers. The findings of the analyses revealed that The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE), which was adapted within the scope of the research, contains 27 items and has a two-dimensional structure as "egalitarian attitudes" and "prejudiced attitudes.” The findings showed that the The Questionnaire on Attitudes towards Disability in Higher Education can be used to determine attitudes towards individuals with disabilities studying or working in higher education in Turkey.

This chapter discusses provisions of the Indian Constitution concerning the right to free primary education and the co-relating rights to inclusive education guaranteed under Chapter V of the Persons with Disabilities (PWD) Act in India and the reasonable accommodation measures necessary to make the right to education a reality for children with disabilities. It compares segregated education and inclusive education and explains the provisions of Section 39 of Chapter VI of the PWD Act which provides for reservation of seats for persons with disability in educational institutions. It also discusses the provisions of the Right of Children to Free and Compulsory Education Act 2009 (RTE) and reviews court judgments addressing reservation for persons with disabilities in higher education.

Federal Institutions of Higher Education develop their academic and administrative activities based on their Planning. Each institution develops its rules of conduct that must be carried out by its information and communication security policies. However, in the last Survey of IT Governance in 2014, prepared by the Federal Audit Court, it was reported that only 51% of the Federal Public Administration fully adopted the security policy of information and communication. Considering that there are recommendations and guidelines of the Federal Government to institutionalize this policy in all organs of the Federal Public Administration, both direct and indirectly, this research aimed to identify the scenario where the Federal Higher Education Institutions regarding the existence and practices used to the design and implementation of information and communication security policy. The inductive method with a quantitative approach and documentary procedure was used, and a field study survey as data collection tool involving all federal institutions of higher education in Brazil was applied. At the end of the survey it was realized that the human factor is the most critical factor for success in the planning of Information Security Policy, especially the participation of the High Management. The research has shown the need to promote strategic actions of information security processes in government organizations, especially the Federal Institutions of Higher Education, concerning the implementation of Information Security Policy.

People have prioritized even more the quality of life in the most diverse places of work. Quality of Working Life (QWL) can be analyzed from some indicators and factors that help to evaluate the workplace and the people who work on it. In addition, the personal characteristics also interfere in the QWL perception level. In this context, in this article, the objective is to analyze the emotional intelligence (EI) and Quality of Working Life factors in the professors’ work at federal institutions of higher education in Brazil. The data were collected by a questionnaire composed of scales to identify some variables of individual differences and QWL factors. The survey instrument was sent via Survey Monkey to university professors from 16 federal higher education institutions in the Southeast, Midwest, and Federal District. Once downloaded, the data were analyzed using SPSS software version 21. After the analysis, it is realized that EI can be analyzed from five components: well-being, self-control, emotionality, sociability and emotions recognition. It was observed that there are significant correlations between Emotional Intelligence and QWL factors. Furthermore, there are significant relations between the life events, EI and QWL factors.

This phenomenological study aims to deepen the understanding of the characteristics of patience among students with disabilities in higher education. The basis for this research lies in the Indonesian Law Number 8 of 2016 concerning Persons with Disabilities, which is further regulated by the Government Regulation of the Republic of Indonesia Number 48 of 2023, specifically addressing the provision of appropriate accommodations for students with disabilities in higher education. The qualitative phenomenological approach was employed in this study. The research objective was to explore the characteristics of patience among students with disabilities in higher education. Two students with disabilities from the Faculty of Psychology at the University of Islamic Riau were selected as the research subjects. The study revealed that the characteristics of patience among these students were related to academic resilience, self-control, resilience, and self-acceptance. For students with physical disabilities, patience was primarily associated with limitations in physical mobility, while for students with hearing impairments, patience was linked to limitations in hearing. The implications of this research emphasize the crucial need for counseling services to support and enhance the patience of students with disabilities. Furthermore, the Indonesian government must firmly enforce Law Number 8 of 2016, as it pertains to human rights, particularly for students with disabilities in higher education.

Academic Ableism: Disability and Higher Education (Corporealities: Discourses of Disability)

Research focusing on disability in higher education is gradually receiving the attention from scholars around the world; however, the endeavor still scarce. This study was designed to identify issues which students with disabilities in higher education faced using the bibliometric review. Using Scopus database, 1865 publications on disability in higher education were disseminated between 1991 and 2021, from the perspective of publication trends, research areas, prolific source, most cited documents, co-authorship concerning authors, institutions and countries, and keywords co-occurrence. The review found an escalation of publications from 122 in 2015 to 160 publications in 2020. It can be construed that the disability in higher education draws a variety of research areas. United States scholars contributed 43.89% of the overall publications, leading another 89 countries. Authors’ keywords of “students with disabilities”, “higher education”, “learning institutions”, and “special students” have substantially impacted the online search for information. This bibliometric study offers a comprehensive and in-depth glance on the subject under study, which could assist academia and industry players.