Disabilities Education Research Articles

Initial training of teachers for the education of students from social welfare institutions in an inclusive school

Students from social care institutions are a sensitive subgroup whose inclusive needs often diverse the average student’s needs and for which specific teachers’ competencies are expected. The paper presents the special educational needs of this heterogeneous group of school children explaining the frequent occurrence of learning difficulties, behavioral, emotional, and other developmental problems conditioned by unfavorable educational, social, economic, and cultural factors. The valid available online study programs of faculties for future teachers for mandatory elementary school subjects and classroom teachers at the faculties of two universities in the Republic of Croatia were analyzed. The goal of the research was to determine the number of subjects aimed at teaching students with disabilities during the initial future teachers’ education and the occurrence of topics of students with disabilities education in the subjects that form the basis of future teacher practice, subjects for the acquisition of didactic-methodical, psychological, pedagogical, social, and practical teaching competencies. The obtained results can serve as a predictor for future research and the basis for creating programs for professional development in inclusive teaching based on the objective needs of individual teaching professions.

An open letter of support from the directors, faculty, and allies of Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs

An open letter of support from the directors, faculty, and allies of Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs

СОВРЕМЕННЫЕ МЕТОДЫ И ПОДХОДЫ В ПРОЦЕССЕ ОБУЧЕНИЯ ПЕНИЮ ИНВАЛИДОВ И ЛИЦ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The article discusses some issues of teaching singing to people with disabilities in professional vocal education based on the practical experience of the leading teachers of the Opera Singing Department at the Russian State Specialized Academy of Arts, adapted not through reducing of requirements, but through competent distribution of workload and educational material. The specificity of the contingent in most cases does not make it possible to unify methodological techniques and approaches in mastering singing skills. The educational process consists not only in the formation of the necessary competencies, but also in the preservation of health. Focusing on the issues of art therapy and socialization of persons with disabilities through their vocational guidance, the article emphasizes the role of inclusive opera theater, where the most important task is to rehabilitate persons with disabilities not just through participation in the staging process in something similar to amateur performances, but primarily through the professionalization of students. The creative space of an inclusive opera house brings together different phenomena: art, vocational education and rehabilitation. This is seen as the key to the success of people with disabilities mastering the profession of an opera artist.

Stavovi roditelja dece tipičnog razvoja prema inkluziji dece sa teškoćama u razvoju u osnovnim školama na području Opštine Gračanica

The paper discusses the basic constructive and pedagogical aspects related to the attitudes of parents of children with typical development towards inclusion and the importance of including children with developmental disabilities in the regular education system. Inclusion is a process that promotes universal acceptance and a sense of belonging for all students, not just the physical inclusion of children with disabilities in the regular education system. In order for a child with developmental disabilities to be included in the regular education system as successfully as possible, synchronized cooperation between the school, on the one hand, and the parents of children with developmental disabilities and the parents of children with typical development, on the other hand, is necessary. Taking this into account, the importance of the attitudes of parents of typically developing children towards inclusion is clear. Accordingly, the aim of the paper was to theoretically and empirically determine and explain the attitudes of parents of children with typical development towards inclusion and the importance of including children with developmental disabilities in the regular education system. The research sample consisted of parents of children with typical development (N = 205) from Kosovo and Metohija, specifically the municipality of Gračanica. The data were processed with descriptive statistics, based on the questionnaire which was constructed for the purposes of the research. The results of the research show that in the examined sample of parents of children with typical development, there are two polarities of attitudes towards inclusion and the inclusion of children with developmental disabilities in regular education, which shows that it is necessary to constantly work on raising awareness of public opinion about the importance of inclusion and its importance for all children, but also on ensuring and improving the conditions for its full implementation.

Inclusão de estudantes com deficiência no Ensino Superior brasileiro

Abstract In 2016, Brazil approved Law nº 13,409, determining quotas for individuals with disabilities in post-secondary non-tertiary and tertiary education courses of federal educational institutions. Since 1995, National Institute for Educational Studies and Surveys/Ministry of Education (Inep/MEC) has collected data on university courses and student enrollment with the Higher Education Census. Since 2009, this census lists and individually identifies with a code generated by Inep all students enrolled in Higher Education courses, with various information, including whether they have or not any disabilities. Few studies on students with disabilities in tertiary education have been conducted exploring this extensive database. The current study outlines a profile of students with disabilities who joined the system from 2009 to 2019, last year when it was possible to obtain the information. Due to the Brazilian General Data Protection Law, Inep discontinued the publication of microdata per student, which allowed the tabulations presented here. Not only was this done, but the microdata used in this text was also removed from the page. The students with disability showed a different profile when compared to other students; for example, with respect to the distribution by gender, age and choice of course/area. Obviously, institutions that offer some type of assistive technology and/or technical help seem to attract more students with disability. The largest number of students with disability present physical disabilities, followed by vision-impairment, both increasing in time. The total contingent of students with disability more than doubled in the period under scrutiny, with an average growth rate of 9.0% p.y., but percentage of students with disability in Higher Education is still smaller when compared to the total number of students. The growth trend shows that the inclusion process in tertiary education is still beginning.

Teaching a foreign language in terms of inclusion

The article is devoted to the theoretical analysis of the actual problem of teaching a foreign language to people with disabilities in inclusive education. The article also presents the author's view on overcoming the main difficulties associated with teaching a foreign language to people with disabilities. The authors considered: the main legislative acts regulating inclusive education; the main periods of the development of inclusion in European countries. The authors also considered the main differences between the two learning systems: inclusion and integration; the most relevant problems of learning LOVZ in the conditions of inclusion; solutions to these problems proposed by other authors of scientific research.Based on the conducted research, the authors made the following conclusions: inclusive education is one of the strongest of the modern trends in education, due to the change of views on disability and human rights in general; the goal of inclusive education is the comprehensive development of a person with disabilities, his socialization and realization of his potential in society, as well as providing opportunities for academic and professional mobility for LOVZ. The author's contribution in this article is to summarize the results obtained by other researchers. The authors have deduced concrete steps to solve the existing difficulties, as well as proposed their own solutions to the existing difficulties.

Effectiveness of Government Stipend Program for University Students with Disability in Bangladesh: A Study in Dhaka City

Bangladesh has significantly a large population who are considered as persons with disability. In this regard Bangladesh government has been implemented various support programmes like disability allowance, inclusion mainstream school, educational stipend, and rehabilitation service for persons with disability. The government of Bangladesh has introduced a stipend programme for students with disability intending to ensure universal education for all. Through this program attempt has been taken to mainstreaming student with disabilities. Still now the rate of dropout is much more among the student with disabilities especially in higher education because most of them come from poor family. So, it is necessary to find out the effectiveness of the stipend program among the students with disability in higher education. This study aims to justify the effectiveness of government stipend program among the students with disability. As well as to explore the socio-economic condition of the students with disability who are pursuing higher education; to investigate how stipend program facilitates in education for the students with disability and to consider the impact of this program on the students personal and academic life who are pursuing higher education. The study has followed a mixed method approach (both quantitative and qualitative) of research. Sample survey and key informants’ interview (KIIs) have been applied for primary data collection. This study found that how education stipend programmes effects on their higher education as well as have found some loopholes in providing stipend programmes from the government. Students with disability are expected to increase the amount of stipend in line with the current market price.

Food Insecurity Among College Students with Disabilities During the COVID-19 Pandemic

Food Insecurity Among College Students with Disabilities During the COVID-19 Pandemic Krista M Soria (bio) and Vanessa Coca (bio) Over the last several years, scholars have drawn attention to the growing rates of food insecurity among college and university students in the US (Broton & Goldrick-Rab, 2018; The Hope Center for College, Community, and Justice [The Hope Center], 2021). Food insecurity is a multifaceted concept commonly defined as the limited availability of nutritious foods, the uncertain ability to acquire nutritious foods, or the inability to acquire nutritious foods (Anderson, 1990). Food insecurity also constitutes interrupted eating patterns or a reduction in the quality of diet due to the lack of resources to access nutritious food (Coleman-Jensen et al., 2020). An estimated 40% of undergraduate students experience food insecurity (The Hope Center, 2021). Although research on food insecurity in college students is expanding, examinations into whether there are different rates of food insecurity by students' demographic characteristics have focused primarily on students' race/ethnicity, age, income or socioeconomic status, and sex or gender (The Hope Center, 2021; Morris et al., 2016; Wood & Harris, 2018). At present, researchers have not focused on food insecurity rates among college students with disabilities. The omission of food insecurity research on college students with disabilities is concerning due to the prevalence of students with disabilities in higher education—nearly one in five undergraduates has a disability (National Center for Education Statistics [NCES], 2021). Due to many forms of oppression, including ableism, racism, classism, and more, students with disabilities encounter more barriers in higher education, leading to reduced degree completion rates (Lett et al., 2020; NCES, 2022). Food insecurity is a factor associated with lower degree completion rates among students and is one of many factors that could exacerbate the existing disparities in degree completion rates (Wolfson et al., 2021). The topic of food insecurity is even more important to examine during the initial semesters of the COVID-19 pandemic when college students experienced significant and sudden financial hardships (Soria et al., 2022; The Hope Center, 2021). Therefore, the purpose of this study was to examine whether college students with disabilities had significantly different odds of experiencing food insecurity compared to their peers when controlling for additional demographic variables and COVID-19 experiences. CONCEPTUAL FRAMEWORK We used Glover and colleagues' (2020) conceptual framework for mitigating the equity harms of COVID-19. The model stipulated [End Page 102] that inequitable COVID-19 policies may have generated additional harms to individuals who were already marginalized, oppressed, and disenfranchised prior to the pandemic, including individuals with disabilities. Exacerbated food insecurity rates among marginalized groups (such as students with disabilities) during the pandemic may be a manifestation of pre-existing intersectional forms of oppression (i.e., ableism, racism) coupled with inequitable COVID-19-related policies. Glover et al. cited demographic variables associated with COVID-19 equity harms, including disability, employment, race/ethnicity, gender, and family education, and we used many of those demographic variables in our analysis. METHODOLOGY: INSTRUMENT, SAMPLE, MEASURES, AND ANALYSIS We used data from the 2020 #RealCollege Survey, which was administered to 1.84 million college students at 130 community and technical colleges and 72 four-year colleges in 42 states from September to November 2020. The response rate averaged 10.6% (N = 195,629), although only a smaller subset of 70,210 students who were also enrolled in spring 2020 answered the COVID-19-specific items (Table 1). The survey assessed students' food security using the U.S. Department of Agriculture's (USDA, 2012) 18-item set of questions (full items and methodology for summing the scale are available online via The Hope Center, 2021). The scale had excellent reliability in this study (α = .924) and can be converted to a four-level measure of food security level (i.e., very low, low, marginal, or high; The Hope Center, 2021). However, we dichotomized the results to provide a snapshot of whether students experienced food insecurity (0 = student is food secure [marginal or high food security], 1 = student is food insecure [very low or low food security]). Students reported demographic characteristics, which we converted using effect coding except in the case of dichotomous variables (e.g., full...

Análise das práticas pedagógicas da educação física com crianças com deficiências no âmbito da educação infantil: Uma revisão integrativa

A inclusão de crianças com deficiência na educação básica é um tema há muito discutido no bojo da sociedade. Marcadas por um passado excludente, segregacionista e consideradas treináveis a partir das concepções desportivo-preparatórias da educação física, as crianças vêm conquistando seu espaço enquanto sujeitos de direitos e protagonistas de seu processo de aprendizagem. Assim, este estudo objetiva analisar o modo como os artigos científicos caracterizam o trabalho pedagógico da educação física com crianças com deficiências no âmbito da educação infantil. Para isso, realizou-se uma revisão integrativa aplicada na base Redalyc e ao Portal de Periódicos da Capes, limitando às bases de dados Scopus e Scielo. Após a aplicação dos critérios de inclusão, selecionou-se nove artigos. As produções apontam possibilidades de inclusão, como o trabalho colaborativo entre os professores e as famílias, o jogo e a brincadeira como estratégia para promover a interação entre as crianças e a extensão universitária como um caminho de solidez na formação inicial de professores. Dessa forma, pode-se concluir que os artigos científicos analisados reconhecem a importância de uma abordagem inclusiva na educação física infantil, valorizando a participação ativa e autônoma das crianças com deficiência no processo de aprendizagem. Palavras-chave: educação infantil, educação inclusiva, crianças com deficiência, educação física. Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process. Keywords: early childhood education, inclusive education, children with disabilities, physical education. Análisis de las prácticas pedagógicas de la educación física con niños con discapacidades en el ámbito de la educación infantil: Una revisión integradora RESUMEN. La inclusión de niños con discapacidades en la educación básica es un tema que ha sido ampliamente discutido en la sociedad. Marcados por un pasado excluyente, segregacionista y considerados entrenables a partir de las concepciones deportivo-preparatorias de la educación física, los niños han estado ganando su espacio como sujetos de derechos y protagonistas en su proceso de aprendizaje. Por lo tanto, este estudio tiene como objetivo analizar cómo los artículos científicos caracterizan el trabajo pedagógico de la Educación Física con niños con discapacidades en el ámbito de la educación infantil. Para ello, se llevó a cabo una revisión integrativa aplicada en la base de datos de Redalyc y en el Portal de Periódicos de Capes, limitando las bases de datos a Scopus y Scielo. Después de aplicar los criterios de inclusión, se seleccionaron nueve artículos. Las producciones señalan posibilidades de inclusión, como el trabajo colaborativo entre profesores y familias, el juego y la diversión como estrategias para fomentar la interacción entre los niños y la extensión universitaria como un camino para solidificar la formación inicial. De esta manera, se puede concluir que los artículos científicos analizados reconocen la importancia de un enfoque inclusivo en la educación física infantil, valorando la participación activa y autónoma de los niños con discapacidad en el proceso de aprendizaje. Palabras clave: Educación infantil, educación inclusiva, niños con discapacidades, educación física.

ATITUDES DO CORPO DOCENTE EM RELAÇÃO AO ENSINO DE ALUNOS COM DEFICIÊNCIA INTELECTUAL LEVE NO ENSINO SUPERIOR

ABSTRACT The purpose of this study was to examine the relations between faculty members’ attitudes in Higher Education Saudi universities and demographic factors (i.e., academic rank, gender, years of experience, and type of college) by using the Interaction with Disabled Persons (IDP) Scale and multiple regression analysis. Results indicate that gender was associated with one dimension: vulnerability. The ranks of assistant professor and full professor were related to two dimensions: discomfort in social interactions and a coping-succumbing framework. Also, the college education variable was related to three dimensions: discomfort in social interactions, perceived level of information, and vulnerability. Results show that faculty members had lower negative attitudes toward students with mild intellectual disabilities in Higher Education. Based on study results, the researcher recommends more faculty training in how to support the Higher Education of students with disabilities as well as accessible support centers for individuals with disabilities to help staff as well as students. Also, universities should be made accessible to people with all types of disabilities who have a right to Higher Education.

Young adults with severe physical disabilities

This study aimed to identify factors associated with negative public health care experiences of Finnish young adults with severe physical disabilities with or without a co-occurring intellectual disability after their transition from child to adult health care. Paediatric neurologists used clinical examination Gross Motor Function Classification System (Expanded & Revised) level IV or V to diagnose severe physical disabilities in all 74 subjects (M age 20.2). Thirty-nine of the participants (53%) had a co-occurring intellectual disability according to ICD-10 (IQ < 70). Paediatric neurologists developed the instrument Severely Disabled Youths’ Life Situation and the Functioning of the Service Systems in Finland to collect data. Fisher’s exact tests examined the association between experiences with health care factors and public health care. Binary logistic regressions predicted negative public health care experiences from negative experiences with needing new assistive devices, difficulty getting a physician’s appointment, and physician’s lack of disability knowledge. Multi-professional neurology clinics for young adults with severe physical disabilities and disability education for physicians could improve health care access.

Military families with young children with disabilities: Families’ and providers’ perceptions

Active duty military families have unique life experiences that can affect individual members and also the family as a whole. While many benefits to the military lifestyle exist, previous research has described how children of active duty military families may also be more at-risk for emotional and academic difficulties as a result of parent absence, family stress or strain. For active duty military families who have children with disabilities, mobility and change can be especially stressful. However, limited research has been conducted to understand the experiences and perceptions of military families who have young children with disabilities. The purpose of this study was to explore (a) the experiences and needs of military families with young children with disabilities, and (b) the experiences and recommendations of early intervention professionals who work with young children with disabilities and their military families. Semi-structured individual interviews were conducted with six active duty military family members who have a children with disabilities, and focus groups were conducted with 12 early intervention service providers. Findings of the study include unique experiences and needs of military family members with young children with disabilities that have been highlighted in previous literature, as well as some unique findings specific to those receiving services under part of Part C of the Individuals with Disabilities Education Act.

The Employment Effects of the Disability Education Gap in Europe

The Employment Effects of the Disability Education Gap in Europe

30 Years (1991 – 2021) Publication Trends on Disability and Higher Education Learning: A Bibliometric Review

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.

تحديات التعلم عبر االنترنت للطلبة ذوي اإلعاقة: حلول النفاذ الرقمي والتصميم الشامل للتعلم

This study aimed to investigate the challenges faced by students with disabilities in online education and to review scientific solutions, digital access solutions and assistive technology for these challenges in higher education institutions. This study analyzed and compared more than seventy references from recent studies that reviewed the challenges and technological solutions available to students with disabilities in some higher education institutions in the United States of America, Australia and the United Kingdom; The aim is to benefit from these experiences in developing support for students with disabilities in online education at Qatar University. It was found throughout the literatures review that the challenges that students with disabilities face in the online learning process are mostly related to the poor technical skills of students and faculty members, insufficient provision of assistive technology; lack of digital accessibility for course materials, and inadequate access to teaching and assessment methods for groups of students with disabilities. To address these challenges, this research reviewed the universal design for learning as a scientific framework that built on the latest studies in neuroscience, computer science, assistive technology, communications and digital accessibility. The aim of this literatures review is to help educators in designing an inclusive, effective and accessible virtual learning environment for all students, including students with disabilities.

A Qualitative Study on the Activation of Lifelong Education Participation of Adult Workers with Developmental Disabilities

이 연구에서는 성인 발달장애 직장인의 장애인 평생교육 참여 활성화 방안을 탐색하는 것을 연구 목적으로 하였다. 연구참여자는 성인 발달장애 직장인 5인과 발달장애 학생 취업지도 경험이 있는 중등특수교사 5인을 선정하였다. 자료 수집은 2022년 2월부터 2022년 4월까지 대면 또는 비대면(ZOOM)의 반구조화된 방식으로 1:1 개별 면담을 진행하였다. 자료의 분석은 개념화, 부호화, 하위범주, 상위 범주 생성의 과정을 통해 결과를 도출하였으며 그 내용은 다음과 같다. 첫째, 취업한 성인 발달장애인의 삶에서 장애인 평생교육이 갖는 의미는, 배움이 느린 발달장애인의 특성이해와 사회적응, 독립적이고 행복한 삶을 위해 필요한 교육이었으며, 성인 발달장애인 당사자는 장애인 평생교육 프로그램을 통해 행복감과 자신의 성장을 경험할 수 있었다고 하였다. 둘째, 취업한 성인 발달장애인이 장애인 평생교육에 참여하는 데 겪는 어려움으로는 홍보 부재로 인한 인식 및 프로그램 정보 부족, 학령기 교육과의 연계 부족, 지역사회 내 장애인 평생교육기관 부족 등으로 나타났다. 셋째, 졸업 후 취업한 성인 발달장애인들이 집과 직장만 오가는 단조로운 일상에서 장애인 평생교육이 활성화되기 위해서는 직장인의 요구를 고려한 지역사회 내 다양한 평생교육기관과 프로그램의 제공, 학교 교육과의 연계, 참여 확대를 위한 지원인력에 대한 요구 및 졸업한 발달장애인을 관리하고 지원하는 시스템의 요구가활성화 방안으로 나타났다.The purpose of this study was to explore ways to revitalize the participation of adult workers with developmental disabilities in lifelong education for people with disabilities. The study participants were selected from five workers with developmental disabilities and five secondary special education teachers. Data were conducted through deep-interview in face-to-face or non-face-to-face (ZOOM). The study results through coding were as follows. First, the meaning of lifelong education for the disabled in the lives of adults with developmental disabilities in employment was education as necessary for understanding the characteristics of people with developmental disabilities who are slow to learn, adapting to society, and living an independent and happy life. He said that he was able to experience happiness and his own growth through the program. Second, the difficulties experienced by employed adults with developmental disabilities in participating in lifelong education for the disabled were lack of awareness and program information due to lack of publicity, lack of connection with school-age education, and lack of lifelong education institutions for the disabled in the local community. Third, in order to vitalize lifelong education for the disabled in the monotonous daily life of adults with developmental disabilities who are employed after graduation, only going back and forth between home and work. The demand for support manpower for education and the need for a system to manage and support graduates with developmental disabilities appeared as activation measures.

Trends and Issues Involving Disabilities in Higher Education

People with disabilities have often been discriminated against in higher education; however, many institutions of higher education find ways of providing access to higher education for those with most forms of disabilities. Progress has been made in providing such access but undoubtedly there is still a need for more disability awareness, anti-stigma, and anti-discrimination training. At the same time higher education requirements, by default, involve higher cognitive capabilities. Some disabilities, those involving severe limitations of cognitive functioning, face insurmountable difficulties in meeting these higher intellectual demands, even with the most reasonable accommodations. Teacher education, for example, requires special attention to the cognitive tasks for which students are being prepared. We, therefore, discuss the role of teacher education in higher education and its special relationship to the matter of disability and inclusion. We also consider perspectives on the inclusion of individuals with disabilities in various other aspects of higher education.

Using Technology as a Compensatory Technique for Executive Function Skill Deficits During the Coaching Process

Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment.

Acceptance of Students with Disabilities in Higher Education Institutions: A Systematic Literature Review

This review focuses on the acceptance of students with disabilities in higher education. Due to the fact that peer acceptance or rejection can have a significant impact on the well-being of students with impairments, numerous relevant studies have been undertaken on attitudes toward these students. Unfortunately, the majority of previous studies focused on the effect of peer acceptance or rejection on the self-esteem, social skills, and inclusion of students with disabilities. Considering this, the present study conducted a comprehensive literature review on the factors that influence the acceptance of students with disabilities in higher education by students without disabilities. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was utilised for the review of the current research, with Google Scholar, Scopus, and Taylor & Francis serving as the primary journal databases. The search efforts generated a total of 21 documents that can be thoroughly examined. The review was able to identify six major aspects of SWD acceptance: peer acceptance, disability closure, internalised disability acceptance, SWD acceptance, the relationship between knowledge and acceptance, and external support. Several suggestions for future researchers are provided at the conclusion of this study.

Inclusion of Students with Disability in Physical Education: Analysis of Trends and Best Practices

Inclusive physical education for students with disability evolved in line with ethical requirements and stakeholder morality. While inclusive physical education is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. The writing in this study uses a literature study by utilizing the scientific journal's index in Scopus from 1992 to 2022 by involving a total of 298 documents. The theme of last years was about developing media with a subject focus on prospective teachers and students of physical education as research subjects. Currently, the research theme of students with disability in physical education is studying with a focus on developing awareness toward disabilities in physical education. In future research, physical educators conceptually embraced inclusive physical education with a creative outlook for collaboration, knowledge, and support. Cooperative and supportive efforts between physical educators, students with disability, parents, and teacher aides are valued in creating physical education environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.