Disabilities In Higher Education Research Articles

INCLUSÃO NO ENSINO SUPERIOR: O PAPEL DOS NÚCLEOS DE ACESSIBILIDADE E INCLUSÃO NO BRASIL

This study aims to evaluate the effectiveness of Accessibility and Inclusion Centers (NAIs) in Brazilian universities through a bibliographic review. Inclusion in higher education is a growing demand, and NAIs play a fundamental role in promoting accessibility and retention of students with disabilities. A systematic review methodology was used, consulting the Google Scholar and CAPES Journal Portal databases, with a time frame from 2019 to 2024. For the article search, the following descriptors were refined: "Accessibility and Inclusion Center," "inclusion in higher education," and "disability in higher education." Five articles were analyzed, revealing that although NAIs have promoted advances in inclusion, challenges such as lack of resources and teacher training still undermine their effectiveness. It is concluded that, to improve inclusion in higher education, it is necessary to strengthen the work of NAIs, ensuring greater financial support and continuous training for the professionals involved.

Understanding Factors Affecting Inclusions of Students with Disabilities in Higher Education: A Study among Non-Disabled University Students

Inclusive education for people with disabilities is gaining importance globally, with improving factors that support the inclusion of students with disabilities in higher education as a key objective. This study explores how societal and environmental factors shape perceptions of disability, rather than viewing it solely as an individual limitation. A non-probability convenience sampling method was employed, involving 279 university students from six different faculties. Data were analyzed through frequency distribution and SPSS to examine the attitudes of non-disabled students toward the inclusion of their disabled peers in higher education. The findings reveal that environmental barriers are strongly associated with the attitudes of non-disabled students toward their peers with disabilities (r = .693, p < .01), indicating that these barriers significantly impact how students perceive and interact with those who have impairments. The non-disabled students identified specific environmental factors that either support or hinder the inclusion of disabled students in university settings. This research highlights the need for addressing environmental obstacles to foster a more inclusive and supportive educational environment for all students.

Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review

BackgroundThe Quality of Life Supports Model (QOLSM) is a well-suited framework for enhancing the inclusion of students with disabilities in higher education. No research aimed at assessing its impact has been identified. AimsThis review aims to map the scientific literature to assess the current impact of QOLSM on higher education. Methods and proceduresA Scoping Review of educational practices, policies, and cultures aimed at enhancing the quality of life for students with disabilities was conducted. Databases from EBSCOHost, ProQuest, and Scielo were employed to identify studies written in English or Spanish from 1978 to 2023. Four independent reviewers screened results for inclusion. Outcomes and resultsOut of 5361 records, 21 met the inclusion criteria. Students with developmental disabilities are the primary recipients of Quality-of-life support strategies. The reported educational practices were poorly aligned with the disability rights framework, the social-ecological model of disability, and the multidimensional Quality-of-Life construct. Specialized supports and mainstream settings were more common than generic supports and segregated settings. Conclusions and implicationsThis review highlights the currently limited impact of the QOLSM in fostering the inclusion of students with disabilities in higher education. Conducting a systematic review or meta-analysis is not recommended at this stage.

Inclusive Policies and the Permanence of Students with Disabilities in Higher Education 2024

The situations of disability of students in public and private universities in Ecuador and the use of inclusive policies represent a point of analysis and institutional application worthy of research. Through the implementation and evaluation of these policies, it is intended to guarantee equitable access to education, while promoting an inclusive academic environment. The research aimed to determine the relationship between inclusive policies and the permanence of students with disabilities at the University of Guayaquil during the fiscal period 2023, through a quantitative approach, non-experimental design, correlational scope, and cross-sectional section. The adaptation of perception instruments on inclusive policies and student permanence was used, which were validated by experts in addition to establishing adequate reliability indices, for a total sample of 113 students. Among its results, it evidenced a medium perception of inclusive policies with 56.64% by students, about their application in higher education institutions; in relation to the perception of student permanence, a mean perception of 62.83% by students corresponded. Likewise, a positive and significant relationship was denoted between both inclusive policies and the permanence of students with disabilities in the university. In conclusion, as the application of inclusive policies is perceived, the permanence of students with disabilities is guaranteed.

POLÍTICAS DE INCLUSÃO EDUCACIONAL NA EDUCAÇÃO SUPERIOR

This article discusses inclusive educational policies for students with disabilities in higher education. In methodological terms, documentary research was carried out on the inclusion of public students of special education (PEE) of the IF Goiano, prepared in the period from 2015 to 2022. The focus was to analyze and understand how access, permanence and support has been given to these students enrolled in undergraduate courses. The data were analyzed from a qualitative perspective, establishing axes of analysis based on the research objectives. The results revealed, among other aspects, that the challenges are numerous, among which we can mention the lack of financial and human investments for the support that part of these students need, the absence of effective teachers to act in the support, the lack of clarity of the pedagogical practices accessible to PEE students. Despite these difficulties, the research revealed that the institutional policies aimed at PEE students at the IF Goiano have been translated following the guidelines of federal policies in the area.

Exploring Peer Perceptions of the Students with Disabilities: A Study at University of Dhaka

In Bangladesh, government-led initiatives in inclusive education aim to integrate individuals with disabilities into mainstream educational settings. Recognizing the significant influence of peers, this study examines the perceptions of University of Dhaka students towards their peers with disabilities. Participants from various departments offer insights into their perceptions and justifications regarding individuals with disabilities. Through a survey questionnaire administered to 105 students, the research explores perceptions, beliefs, and intentions towards peers with disabilities. The findings highlight a predominantly positive attitude among both undergraduate and postgraduate students, emphasizing the importance of inclusive practices within higher education. This study enhances the understanding of peer interactions and perceptions towards disability in an academic context, stressing the necessity of fostering inclusive environments that encourage diversity and acceptance among students. Further research could build upon these findings to inform policies and practices aimed at improving inclusivity and support for students with disabilities in higher education. Teacher’s World: Journal of Education and Res arch, 50(1): 171-186

Academic motivation and contextual influences in well-being for students with disabilities in higher education

Objective: The purpose of this study was to utilize self-determination theory (SDT) incorporating the person-environment contextual factors as a framework to examine how the SDT factors may interact with functional disability and contextual factors to influence well-being for students with disabilities in higher education. Methods and participants: A quantitative descriptive design utilizing a convenience sample of 210 students with disabilities in higher education was used. Results: The final regression model accounted for 64% of the variance in well-being. When controlling for all other predictor variables in the model, functional disability, autonomy, learning competence, and relatedness were found to be predictive of well-being, with autonomy being the strongest predictor of well-being, followed by relatedness, learning competence, and functional disability. Conclusion: This study offers critical insights for higher education institutions, emphasizing the need for fostering environments that prioritize autonomy, competence, and relatedness to promote the well-being of students with disabilities.

Recognizing students with intellectual disabilities in higher education

ABSTRACT According to Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), state parties recognize the right of persons with disabilities to education. In this paper we focus on access to higher education for persons with intellectual disabilities and the recognition or non-recognition of these persons as students and learners. The year 2024 marks 30 years since the Salamanca Statement was adopted, and the system of inclusive education still faces many challenges. One challenge is that persons with intellectual disabilities have not yet been included in higher education, although they are included in primary and secondary education as students in special needs education. The aim of this article is to identify and discuss possibilities and obstacles that may be arise when granting persons with intellectual disabilities participation in higher education. Based on experiences from a single case study – a pilot project developing a higher education programme in human rights for students with intellectual disabilities – we examine possibilities and obstacles at the institutional level. Using Honneth’s relational theory of recognition, we analyse the results with a focus on what can be learned from this project in regard to welcoming students with intellectual disabilities in higher education.

Illustrating the experiences of students with learning disabilities in higher education: Comics‐based representation of fieldwork findings

Illustrating the experiences of students with learning disabilities in higher education: Comics‐based representation of fieldwork findings

Academic Learning Experiences and Challenges of Students With Disabilities in Higher Education

Students with disabilities are an increasing subpopulation in higher education. Recently, research has put an emphasis on students’ voices to explore their academic learning experiences, as well as the learning strategies they use to overcome learning barriers. This study aimed to investigate the academic learning experiences of students with disabilities in college or graduate studies and the learning strategies they used when faced with insufficient or delayed support. This study used interpretative phenomenological analysis to gather data from three online focus groups, with a total of 10 participants. The results demonstrated three themes: experiences or issues related to university resources and accommodations, building influence through advocacy and education, and being an independent learner. Some participants continued to face academic learning challenges despite their active seeking of accommodations and support. Some participants utilized study strategies, especially when support was inadequate or not immediately provided. This study highlighted the urgent need for higher education institutions to establish support services and resources for all students. Related discussions and implications are presented.

The Urgency of Disability Service Units in Higher Education as an Effort to Realize Inclusive Access to Higher Education

This research is based on the gap between theory, regulation and implementation of the fulfillment of rights for students with disabilities in higher education based on Law No. 8 of 2016. One of the important issues of rights fulfillment in the Law is the right to education in higher education. Explicitly, the law mentions several obligations of universities, public and private, to play an active role in fulfilling and promoting the rights of persons with disabilities. In this literature study, we aim to study in depth the implementation of each policy and advocacy for the rights of students with disabilities carried out by several universities in Indonesia with the formation of disability service units that have a role in pursuing good practices to realize inclusive universities. Based on the results of the research, the disability service unit is one of the efforts to realize inclusive universities and become a forum for fulfilling the rights of students with disabilities to obtain the right to education, which includes the rights of persons with disabilities, fulfillment of equal opportunities for persons with disabilities, respect, protection and fulfillment of the rights of persons with disabilities, including the provision of accessibility and proper accommodation.

Perception of Faculty Members about Improving the Quality of Learning for Students with Disabilities at Higher Education Institutions

The study examined teacher knowledge, awareness, and perceptions of students with disabilities in higher education. At the University of Karachi, 264 faculty members from the science, social sciences, education, and management departments participated in a mixed-methods study. The findings suggested that faculty members lacked disability understanding, leading to stress and limited decision-making competence. They also lack confidence in teaching students with disabilities. The study suggests expanding enrollment, establishing supervisory authority, providing barrier-free infrastructure, adjusting teaching methodologies, community awareness initiatives, and promoting equity policies. Further research should explore Universal Design for Learning, assistive technology, individualized teaching approaches, attitudes, policy views, ICT influence, and student academic achievement.

Assistive technology and daily living challenges among students with disabilities at University of Gondar, Ethiopia: a qualitative study

Background Disability influences activities of daily living, leading to unsafe conditions, poor quality of life, and dependence on others and assistive technologies. Despite limited access and unmet needs, assistive technology enables users to participate in education and be independent members of their community. Students with disabilities in higher education face many challenges in their day-to-day activities and evidence is limited in the study area. Therefore, this study aimed to explore assistive technology experience and daily living challenges among students with disabilities in higher education. Method A descriptive qualitative study design was employed at the University of Gondar, Gondar, Ethiopia, between December 20, 2022, and January 20, 2023. A purposive sampling method was employed to recruit 14 students with disabilities. An in-depth interview was employed using semi-structured questionnaires. Open Code version 4 software for coding and reflexive thematic analysis approach was employed for the analysis. Result A total of 14 students with disabilities were included in an in-depth interview. Four main themes emerged, which included activities of daily living, attitudes toward people with disabilities, barriers to accessibility, and access to assistive technology. Conclusion Barriers to activities of daily living among students with disabilities were poor accessibility of infrastructural facilities, lack of teaching/learning materials in an accessible format, and negative attitudes. The present study’s finding is needed to support students in higher education for their academic achievement and to design appropriate rehabilitation strategies and policies on the accessibility of physical infrastructures, inclusive education, and the provision of assistive technology

Inclusive Pedagogy at University: Faculty Members’ Motivations

The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems.

Peer Mentoring Circles in higher education: perceptions of their members with and without disability and program proposal

The increase of the number of students with disabilities in Higher Education, including students with intellectual disability, emphasizes the need for Higher Education Institutions to provide support for their inclusion and learning. Within inclusive Higher Education peers can have a fundamental role through Peer Mentoring Circles. This qualitative study aims to understand the perceived experiences of members of Peer Mentoring Circles, within the scope of a program that provided academic support, during an academic semester, to mentees with intellectual disability. Data collection included semi-structured interviews with members of the Circles (two mentees and seven mentors), and the facilitator’s field notes. Content analysis was used to analyze the data. Through the data analysis, two categories were identified: components of the Peer Mentoring Circles program and experiences of the members of the Circles. The data generated suggest that both mentors and mentees had positive experiences, contributing to the development of the mentees’ skills. Based on literature and the data generated emerged the proposal for the Peer Mentoring Circles program with a broad set of guidelines for its implementation, which can set the baseline for developing future peer mentoring programs in Higher Education aimed not only at students with disabilities, but also at other students with support needs such as international students.

Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education

AbstractThis research focuses on including people with disabilities in higher education. It proposes that reflective teaching is a tool to move from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes teachers' positions on integration and inclusion, using focus groups to collect information. The results show that most teachers are close to the integration approach, although they recognize difficulties in implementing inclusion. Academics highlight the importance of curricular adaptation, flexible methodology and universal learning design to enable the participation of students with disabilities in higher education. The analyses also highlight the constant need for teachers to adapt, which generates additional pressure, especially for those who adhere to an inclusive approach. Teachers should base their reflection on the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of teachers and students, thus ensuring a fair and equitable educational environment for all.

Facilitators and barriers to learning faced by female students with disability in higher education

This study was aimed to investigate the learning experiences' facilitators and barriers that is encountered by the physically disabled female students during their higher education. Twenty semi-structured interviews were conducted with female students with physical disabilities aged between 19 and 33 years. Interviews were transcribed, confirmed, and analyzed after being recorded. The average age of the sample was 22.15 ± 3.48 years and one-fourth of the participants’ disability was due to cerebral palsy and 35% participants used wheelchairs. All the factors promoted inclusive education and equal opportunities for both disabled and nondisabled students. This study reveals that in order to improve the learning experiences of students with disabilities (SwD) and to give them more opportunities for success, it is important to consider all the barriers discussed in this study. It can be concluded that high effort is required to transform the higher educational institutions to be more accommodating for students with disabilities.

АКАДЕМИЧЕСКАЯ МОТИВАЦИЯ И САМОРЕГУЛЯЦИЯ СТУДЕНТОВ С ИНВАЛИДНОСТЬЮ: ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ

The study examines the relationship between academic motivation and self-regulation among stu-dents with disabilities in higher education

Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability

Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.

Studying Disability: A Multi-Stakeholder Perspective on Requesting Accommodation in Higher Education

Including students with disabilities in higher education is a global political objective and is considered a human right. However, many students do not feel included and hesitate to ask for the help they need to succeed in their education. This study aims to investigate the processes of requesting accommodation for students with disabilities in higher education from the perspectives of both students and support providers. Six co-creation workshops were held, with a total of 46 participants from various backgrounds relevant to exploring pathways for students with disabilities in higher education and into the workforce. The audio recordings of the workshops were analyzed using a constructivist grounded theory approach to identify and explore processes. Three interconnected processes were identified: determining whether to disclose, asking for accommodations, and studying disability. The analysis showed that these processes could be time-consuming and riddled with barriers, and they did not always result in granted accommodations. Some students ended up using their study time to research their disability and potential accommodations instead of studying their subject matter. To eliminate barriers and promote disclosure, universities should ensure a universally designed education and that staff have the necessary knowledge to assist students in obtaining accommodations.