University Students with Disabilities: The Transition to Inclusion

Abstract

A significant amount of research has been conducted on issues surrounding persons with disabilities. However, there has been a lack of research regarding university students with disabilities and the transition process into university life. The purpose of this study was to report on the findings of a qualitative examination of how a small group of first-year students with disabilities integrated into the life of a large Canadian university in south western Ontario. The paper considered how certain factors, such as the use of services available to persons with disabilities, as well as recreation and leisure participation, influenced the students' overall transition and inclusion into university life. The research questions the study sought to answer were firstly, how do the university services assist students with disabilities in the transition and integration into university life; and secondly, what is the role of recreation and leisure in facilitating the integration into university life? In-depth qualitative interviews were conducted with four female students, affiliated with the university's Services for Students with Disabilities, during their first year of university. The experiences of the women who participated in this study suggested that “becoming a part of campus life” and “goal achievement” were two principal patterns which were common to their transition into the university community. The analysis of the findings concluded that aspects of university life, including support services, opportunities for leisure, and peer support, can all play an integral role in a student's successful transition into the university community. Through these services and activities, it is suggested that persons with disabilities exhibit more confidence in their abilities, are better adapted, and generally feel more comfortable within the university milieu.