Inclusion of Students with Disabilities in Higher Education: Performance and participation in student's experiences

This study aimed at identifying he degree of using entrepreneurship strategies in higher education institutions in Israel from the viewpoint of their employees, and to achieve the study objective; the researcher used a questionnaire consisted of (15) items divided into three fields, and it applied to a random sample consisted of (102) employees, during the first academic semester 2020/2021. The study findings showed that the reality of using the strategy of excellence in higher education institutions in Israel from the point of view of its employees came to a high degree, while the reality of using the risk strategy in higher education institutions in Israel from the point of view of its employees came to a medium degree, and the reality of using the innovation strategy in higher education institutions in Israel from the point of view of its employees came to a high degree. Keywords: entrepreneurship strategies , higher education institutions, employees DOI: 10.7176/EJBM/13-3-10 Publication date: January 31 st 2021

Purpose: development of recommendations for the study of security-oriented disciplines by students of higher educational institutions. Methodology: Analysis and generalisation of research results regarding the need of higher education students to study security-oriented disciplines. Results: In the conditions of modern warfare, knowledge and understanding of security issues are of critical importance for students of technical specialties. It helps them to be aware of the threats and risks associated with armed conflict and make the right decisions to ensure personal and collective security, and provides the necessary knowledge and skills to effectively respond to emergencies and save lives. Therefore, in the article: information on the state of higher education in Ukraine until February 2022 has been studied and summarised; the need of students of higher technical education to study security-oriented disciplines during the war was investigated; an expert survey was conducted among students who are studying for the Master’s and Bachelor’s degrees of two higher technical educational institutions – the State Higher Educational Institution “Donetsk National Technical University” and Kyiv National University of Construction and Architecture. It was established that about eighty percent of the respondents are in favour of mandatory study of security-oriented disciplines during martial law, as an opportunity to ensure their own safety and the safety of others, help others and be useful in war conditions. A new concept of civil security education in higher technical institutions under martial law from the point of view of studying individual disciplines is proposed, which consists of the following: improvement of training plans for higher education applicants. recommendations for students of technical higher education institutions to study the following disciplines (in order of priority): “Life safety”, “Occupational safety”, “Fire safety”, “Civil protection”, “Environmental safety”, “Psychology of hazards”. Mandatory courses for students on pre-medical care, psychological help for themselves and others, military training should be introduced. Scientific innovation: a scientific approach has been developed to clarify the new concept of civil security education in higher technical institutions under martial law. Practical significance: the results of the work can be used in the preparation of educational plans for applicants of higher technical educational institutions.

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

Visually impairment means partially or completely blind. Students with visual impairments face several structural and attitudinal barriers when entering higher education. External factors have been identified as contributing to the academic success of visually impaired and blind students. These include social support and university student services, family support and faculty support. Emotional support from family members contributes to the academic achievements of visually impaired students. The study’s objective is to investigate the challenges and experiences of students with disabilities with specific reference to blindness and visual impairment at tertiary institutions and find possible solutions. The rationale behind the study is to address self-confidence, the stigma of society and improve society’s understanding of the visually impaired and the blind. The article outlines the role of the theoretical framework in the social inclusion of students with disabilities in higher education institutions. The article aims to use the conceptual approach to investigate the challenges of students visual impairment and blindness. It will rely heavily on secondary data. The main findings presented in this study are the challenges faced by the impaired and blind students, which are financial challenges, social stigma, accessibility, peer acceptance, language challenges of visually impaired students, lack of clear policies on inclusive education and mechanisms that will remedy the challenges of students with disabilities in higher education institutions. The South African government‘s strategic policy framework on people with disability at Higher Education Institutions recommend a critical analysis of current institutional policies that identify gaps regarding people with disabilities. The analysis includes the needs of people with disabilities in their annual action plans. It also comprises institutional infrastructure and programmes to include people with disabilities. The study concludes with the statement of the research problem, the summary of key arguments and findings, a short discussion of the implications of the research and the study’s recommendations.

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

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.

BACKGROUND: Legislation and policy changes have enhanced enrolment of students with disabilities in higher education. These changes include establishing a duty to make ‘reasonable’ accommodations to educational institutions for the provision of accessible facilities and services in order to minimize barriers to equal participation in education. OBJECTIVES: To identify universal and personal accommodations that students with disabilities use; to assess students' appraisal of the accommodations' efficacy; to establish validity and reliability of the Physical, Human and Academic Accommodation Services (PHAAS), that evaluates the use of accommodations and their efficacy. METHOD: Study participants were 170 students with various disabilities from higher-educational institutions. Research tools included the PHAAS scale, and the College Student Experiences Questionnaire (CSEQ). RESULTS: Revealed significant correlations between the use of accommodations and: Grades Point Average, participation in student experiences, satisfaction with participation, and appraisal of the institution as a facilitating environment. CONCLUSIONS: Evaluating efficacy of accommodations is crucial to improve participation of students with disabilities in higher education. The study uncovered gaps in the application of accessibility and universal design principles, and lacunas in services provided. Thus, the evidence presented can aid managers and policy makers in high education and in workplaces to create an inclusive accessible environment.

Despite extensive government policies, programmes and legislative initiatives for inclusive education of children with disabilities in India, both the rates of educational participation and outcomes of education remain poor for children and young adults with disabilities. Efforts aimed at achieving equality of opportunity do not translate in to freedom of opportunity for students with disabilities, who find their set of capabilities restricted because of the impairment, and their functionings diminished because of the various barriers posed by their economic resources and surrounding social environment. Barriers in institutions of higher education can be physical, financial, technological, systemic or attitudinal. This paper examines the impact of both physical and attitudinal barriers on academic achievements of students with disabilities in higher education through a case study of the University of Delhi. Econometric analysis of primary data, collected from 168 undergraduate students with disabilities enrolled across 35 colleges, to find the correlates of their academic performance reveals the dominant and detrimental impact of invisible attitudinal barriers based on negative perceptions of ‘dis’-ability. It also highlights the inherent limitations of piecemeal policy responses to provisions for such students, which largely remain focused on elimination of barriers to physical access. Without appropriate policy consideration for remediation, the invisible barriers posed by negative attitudes towards disability can frustrate all other efforts at achieving inclusive education.

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

Deaf and hard-of-hearing (DHH) students face significant accessibility barriers in higher education, yet empirical research remains limited. The complexity of DHH students’ educational experience demonstrates that providing communication access alone is insufficient; successful inclusion requires addressing multiple dimensions of academic and social participation. Higher education presents specific challenges for DHH students, particularly in accessing information and engaging in academic discourses. A cross-sectional survey was conducted in higher education institutions and among DHH students, including those who use sign language, hearing aids, or cochlear implants. Descriptive statistics, incorporating perspectives from both DHH students and higher education institutions, show two key accessibility indicators: educational access and communication independence with institutional stakeholders (including service providers, lecturers, and peers). The study received responses from 41 out of 61 (67%) recognized educational institutions and 86 DHH students in Israel. Despite technological advancements, online classes and recorded lessons often lack accessibility features such as captioning or sign language interpretation. Moreover, students emphasize the need for increased lecturer engagement to ensure accessibility. Based on our findings, we present a Model of Accessibility Factors for DHH Students in Higher Education. Our model identifies critical factors for creating more accessible learning environments for DHH students.

هدفت هذه الدراسة إلى اكتشاف واقع الطلاب الدوليين في مؤسَّسات التعليم العالي في المملكة العربية السعودية في عامي 1971م و 2021م، ومقارنة أهمِّ أوجُه التشابه والاختلافات في واقع الطلاب الدوليين في السعودية خلال نصف قرن من الزمن. وقد توصَّلت هذه الدراسة إلى نتائج أبرزها تضاعُف عدد الطلاب الدوليين عدَّة مرات خلال الخمسين سنة الماضية، فقد كان مجموع عدد الطلاب الدوليين 1404 طلاب دوليين في عام 1971م، بينما كان مجموع عدد الطلاب الدوليين في مؤسَّسات التعليم العالي عام 2021م حوالي 65 ألف طالب دولي. كما وجدت الدراسة أنَّ معظم الطلاب الدوليين في مؤسَّسات التعليم العالي السعودية منذ بداية الاتجاه نحو التعليم العالي وحتى الوقت الحالي هم من طلاب المنح الداخلية والخارجية والتي تُموِّلها الدولة من خلال الجامعات الحكومية. وكانت الجامعة الإسلامية في المدينة المنورة هي أكبر جهة تستضيف الطلاب غير السعوديين في عام 2021م، بينما كانت جامعة الرياض (حاليًّا جامعة الملك سعود) هي أكبر جهة تواجد بها الطلاب الدوليون عام 1971م. وقد أشارت النتائج إلى ارتفاع عدد الطالبات الدوليات في مؤسَّسات التعليم العالي الحكومية في السعودية خلال نصف قرن، فقد كان عددهن 177 طالبة في عام 1971م، بينما كان عدد الطالبات الدوليات في عام 2021م أكثر من 17 ألف متعلِّمة. وقد تزامنت هذه الزيادة مع زيادة نسبة تمثيل الطالبات غير السعوديات من إجمالي عدد الطلاب غير المحليين، فقد كان نسبة الطالبات الإناث غير المواطنات 13% من إجمالي عدد الطلاب الدوليين في عام 1971م، بينما ارتفعت النسبة لأكثر من 37% في عام 2021م. وقد شكَّل الطلاب الدوليون العرب معظم الطلاب الدوليين في مؤسَّسات التعليم العالي، سواءً كان ذلك في عام 1971م أو في عام 2021م. وقد كانت أكبر مجموعة من الطلاب الدوليين من الأردن في عام 1971م، بينما كان الطلاب من جمهورية اليمن أكبر مجموعة من الطلاب الدوليين في السعودية لعام 2021م. وقد شكَّل الطلاب من إندونيسيا أكبر مجموعة من الطلاب الدوليين غير العرب في عام 1971م وكذلك في عام 2021م، وشهدت مؤسَّسات التعليم العالي في عام 2021م تواجد طلاب من قارات خارج قارتي آسيا وإفريقيا، فقد كانت هناك مجموعات من الطلاب من القارات الأخرى، مثل تواجد طلاب من الولايات المتحدة وكندا والبرازيل وأستراليا وروسيا، ولم تتواجد هذه الجنسيات من الطلاب في عام 1971م.

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 chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.

The article considers ways to expand the availability of higher education for students with special educational needs. The introduction of European principles and standards in the field of education is an important step towards the implementation of the model of inclusive education in our country. The importance of distance learning as one of the available forms of education for students with disabilities in higher education institutions of Ukraine is emphasized. Information and communication technologies can be a powerful tool to support education for people with disabilities. Monitoring of students with disabilities was carried out to determine their needs in the process of obtaining higher education. The main difficulties that students with different nosologies overcome in the process of studying in higher education institutions are identified. One of the ways to improve the training of students with disabilities in modern higher education is the introduction of distance learning using electronic educational services, including platforms Moodle and Microsoft Teams. The main features and benefits of the distance course "Psychology of Health and Healthy Lifestyle", created in the Moodle system, are described. However, the disadvantage of using the Moodle platform to teach students with disabilities is the lack of personal communication with group members, which is very important when teaching students with disabilities. The differences and advantages of the Microsoft Teams service over the Moodle platform in the process of distance learning of students with special educational needs are considered. Microsoft Teams offers technologies for clear audio and video transmission, data exchange, and the organization of separate sessions for collaborative and individualized learning that simplify the learning process. The process is presented of organizing a distance course "Psychology of Health and Healthy Lifestyle" to conduct classes with students with special educational needs on the platform Microsoft Teams and emphasizes the feasibility of its implementation in higher education

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.