Disabled Students Research Articles

Woven: the intersections of disability and doctoral study, and the lives of students who navigate these intersections

Purpose This paper aims to understand the experiences of disabled doctoral students at one Aotearoa New Zealand University, identifying barriers to accessibility and meaningful participation, and enabling practices. Design/methodology/approach This research was underpinned by the social model of disability and used an explanatory sequential mixed methods approach. A survey comprising closed and freeform questions was distributed to all doctoral students. From the 64 respondents, 12 also took part in an unstructured, narrative interview. Data were analysed using a combination of methods: descriptive statistics, thematic analysis and poetic inquiry. Findings Findings are presented mainly as data poetry. The poems centre on complexities faced by disabled doctoral students, and articulate challenges, enabling practices and possibilities for the future encountered by students in this study. Findings are additionally supported with quotes from narrative interviews, open-ended survey questions and descriptive data analysis. Originality/value The poetic inquiry approach gives voice to the collective experiences of disabled students. The poetic texts bear witness to the intersections of disability, impairment, chronic illness, neurodiversity and doctoral study, and the lives of students who navigate these intersections. These poems voice and seek to be lightning-rods for social change.

Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians.

The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.

How Online Learning Has Changed the Accessibility of Higher Education

It has become more accessible, flexible, and affordable than ever before as it completely does away with geographical and time barriers as have persisted in traditional education. This aspect accelerated not just in presence but also with identifying strengths and weaknesses in online learning during the pandemic. An advantage of online education has been low cost, based on reduced physical infrastructure. Another is flexibility in learning that learners enjoy as it balances personal responsibilities with their educational needs. Additionally, access for disabled students exists through assistive technologies. Many institutions have embraced this hybrid model where both the traditional learning experience and the online learning experience can give personalized educational experiences. On the other hand, it has posed such problems as the digital divide: students from lower-income backgrounds and those residing in rural areas often cannot access the internet and its other technological tools, which remain inaccessible to a high number of students with disabilities. This contributes to the isolation and disengagement of the online learners, who feel much more at home within the face-to-face learning setting. A further drawback relates to the issue of academic integrity in an online virtual learning environment, where there are no guarantees that students would be self-regulatory.The study examines how these challenges affect the accessibility of higher education and explores gaps in current research, such as the digital divide, inclusion of marginalized students, and the emotional and social impact of online learning. Online education has broadened access to higher education, but there is a need to ensure that all barriers are addressed so that equitable, high-quality learning opportunities are offered to all students.

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.

The arts as a tool for identity development: how an arts-integrated writers’ workshop fostered sense of self and agency in disabled students / Las artes como herramienta para el desarrollo identitario: cómo un taller de escritura que integra las artes fomentó el autoconcepto y la agencia en estudiantes con discapacidad

This exploratory, qualitative case study examines the interplay between identity, arts integration and agency in an arts-integrated writing workshop for 10 disabled high school students in the United States. Participants were enrolled in a language arts classroom that offered a writers’ workshop every Tuesday for 16 weeks. Classroom observations, questionnaires, interviews and students’ artefacts provided insight into how the workshop served as a space for students to consider how to integrate their disability identity into their overall sense of self and the agency to choose when and how they wanted to share this part of themselves. This study expands upon current research by highlighting how arts integration equips disabled students with tools to cultivate a sense of self, develop agency and challenge normative discourse.

Inclusive Educational Leadership and Research Instrument Validation: school principals’ values, knowledge, beliefs, attitudes and practices regarding inclusive education of disabled students.

This paper presents part of a broader, large-scale study regarding educational leadership towards inclusive education of disabled students in Greece, highlighting the school principals’ potentially decisive role. Specifically, it investigates Greek school principals’ knowledge, beliefs, attitudes and practices regarding the inclusive education of disabled students in their school-units, as well as their values, examining a) whether there are statistically significant correlations between the aforementioned variables, b) and between these and the school principals’ socio-demographic and professional characteristics. The data were collected through an original questionnaire validated for the Greek context, that was electronically administered to a representative stratified sample of 582 school-principals from 334 primary and 248 secondary Greek schools. The results indicate multiple and multi-layered relationships between the examined variables; and most notably that specific values (benevolence, universalism, self-direction & stimulation) promote the implementation of inclusive education while others (security, tradition, conformity, achievement & power) hinder it. Understanding the relationships between school principals’ knowledge, beliefs, attitudes and practices regarding the education of disabled students and their values may contribute significantly to the promotion of inclusive education. However, the direction and strength of these relationships needs to be further explored to shed more light on the influence of educational leadership.

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

Assessment of Food Preferences, Eating Practices, and Nutritional Status Among In-school Able and Disabled Adolescents of Ages 10 - 19 Years in Minna, Niger State, Nigeria

Background: Malnutrition affects school-age children's health, growth, and academic performance. Adolescents often consume unhealthy fast foods and follow crash diets influenced by peers, media, and cultural norms. Adolescents with disabilities, including physical, intellectual, sensory, developmental, and mental health disabilities, may face additional challenges in accessing and maintaining a balanced and nutritious diet as they may face additional barriers. Understanding the unique needs and challenges faced by adolescents with disabilities is crucial in promoting their overall health and well-being. Objectives: The study aimed to compare the nutritional status of able and disabled adolescents in Government Vocational and Technical College and Niger State School of Special Education in Minna, as well as their food preferences, eating practices, and the factors affecting their nutritional status. Methods: The study used a cross-sectional design, administering 400 questionnaires to disabled and able students. The responses were 100% collected using self-administered structured questionnaires. Data were analyzed, and results were presented utilizing tables and figures, with a statistical significance level set at P < 0.05. The IBM statistical product and service solutions (IBM SPSS statistics), version 27.0 software was employed for data analysis to explore and understand the food preferences, eating practices, and nutritional status of in-school adolescents with disabilities in Minna, Niger State, Nigeria. This approach allowed for a comprehensive assessment of the diverse factors influencing the dietary habits and nutritional well-being of adolescents with disabilities in the study. Results: The study involved 400 participants, with 12.8% aged over 12 years, 50.3% aged 12 - 15 years, and 37.0% above 15 years. Females made up 51.0% of the participants. About 40% of disabled participants had inadequate dietary patterns, compared to 10% of able participants. There was a significant difference in the distribution of BMI groups between the able and disabled subjects (x2 = 26.984, df = 3, P = 0.000). Socio-demographic of the participants based on age and gender showed a significant association with the nutritional status of able adolescents at (χ2 = 44.593, P = 0.000) and (χ2 = 4.650, P = 0.031) respectively and among disabled at (χ2 = 18.303, P = 0.000) and (χ2 = 23.925, P = 0.000) respectively. Conclusions: The study revealed disabled adolescents often skip meals, consume fast foods, and have poor dietary habits. Interventions like education and increased access to healthy food options are needed.

Accessibility in an Inclusive Academic Environment: The Case of Takoradi Technical University

This study examines the extent to which Takoradi Technical University (TTU) in Ghana has achieved an inclusive academic environment for students with disabilities. Despite Ghana's commitment to inclusive education and various policies supporting persons with disabilities (PWDs), there remains a significant research gap regarding the practical implementation and effectiveness of these policies at the university level. This research addresses this gap by evaluating TTU's accessibility measures and support services. The study employs a phenomenological approach to explore the lived experiences of students with disabilities, faculty, and staff at TTU. It investigates the alignment of TTU’s practices with national and international inclusive education policies, such as the Persons with Disability Act (715) and the United Nations Convention on the Rights of Persons with Disabilities. The research focuses on three main objectives: identifying the teaching and learning needs of disabled students, assessing the accessibility of TTU's built environment, and evaluating the satisfaction of students with the available support services. Data were collected through qualitative interviews with 28 participants, including students with disabilities, lecturers, and support staff. Findings reveal that TTU has established various support services, including sign language interpretation, e-learning support, and assistive devices. However, students reported inadequacies in these services, citing needs for additional support such as braille services and extended examination time. Furthermore, the built environment at TTU was found to be largely inaccessible to students with physical disabilities, leading to widespread dissatisfaction among the student body. The study highlights that while TTU has made commendable efforts in providing institutionalized support for disabled students, significant gaps remain in service adequacy and physical accessibility. The findings underscore the need for enhanced strategies to improve inclusivity at TTU and similar institutions, aligning practical implementations with policy frameworks to better serve students with disabilities

The Knowledge of Middle Level Math Teachers Regarding Inclusive Students’ Misconceptions About the Concept of Angle

The authors examined the knowledge of middle level mathematics teachers instructing in inclusive classrooms to the hearing impairments students (HISs) or learning disabilities students (LDSs). The focus was on teachers’ understanding of students’ misconceptions related to the concept of angles. The study aimed to investigate the teachers’ role in identifying the underlying perceptions of misconceptions among HISs and LDSs as well as their ability to offer effective solutions. The mathematics teachers responsible for HISs and LDSs were the subjects of this cross-case study, with the unit of analysis being teachers’ knowledge of misconceptions concerning the concept of angles. Face-to-face interviews were employed to collect data, and subsequent analysis utilized a cross-case approach. The study findings revealed that both groups of teachers encountered numerous misconceptions for the first time. While teachers of HIS (HIST) identified the source of misconceptions as either teachers or students, teachers of LDS (LDST) more frequently attributed misconceptions to teachers and employed various representations to address and dispel these misconceptions. The authors recommended that teachers develop deep understanding of their students and identify potential misconceptions and that they explore diverse methods for taking precautions to prevent misconceptions.

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

OCR has compliance concerns with district's treatment of disabled students

Case name: Letter re: Colonial School District, No. 03‐23‐5001 (OCR 07/18/24).

Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.

The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.

Ableism and the discourse of risk and safety in patient-facing work-integrated learning.

In many countries, such as Canada, the USA, England, and Australia, to graduate from a regulated profession such as nursing, students must complete a set of work-integrated learning (WIL) hours and demonstrate their ability to safely perform physical skills and apply knowledge in relation to professional standards. For a disabled nursing student (DNS) undergoing training in higher education institutions (HEI), securing proper accommodations to participate effectively in WIL experiences has been difficult due to concerns related to risks to self and patient safety. This study used critical discourse analysis to investigate the framing of risk and safety in association with providing DNS with accommodation in WIL. Our data were collected from an intensive codesign (group-based discussion) session with participants (n = 16), including clinicians and DNS, from four institutions (two WIL-sites and two HEI organizations). Using an iterative thematic approach based on Foucauldian framework, our analysis revealed three ways in which health professionals discursively framed risk and safety: (a) beliefs that a lack of disclosure by disabled students decreases patient safety and indicates poor self-reflection, (b) concerns that accommodating students poses a risk to institutions offering WIL experiences and to the relationships between HEI and institutions offering WIL-sites, and (c) a framing which challenges the dominant discourse by thinking about safety and risk more expansively. Our findings suggest the first two of these framings are ableist and function to enact barriers to access for DNSs in WIL, whereas the third framing serves the goal of inclusion. Recommendations to address the current ableist discourse within the Canadian nursing context are provided, which may also be applicable across other regulated health professions.

The capacity of primary school inclusive teachers meets the requirements of the 2018 general education program

The profession of integration teaching is currently receiving considerable attention. The competency framework for teachers is assessed based on the 2018 General Education Program (GEP), which emphasizes the development of students' personal competencies and sets new competency requirements for teachers. This program provides detailed guidelines for teaching and learning in the modern era. The objective of this study is to evaluate the extent to which teachers' training and teaching competencies align with the 2018 GEP. The present study surveyed 611 primary school integration teachers across 32 schools serving disabled students in five provinces and cities within Vietnam. In this study, an assessment of teachers' competencies in various aspects of education and teaching was conducted. The results revealed high levels of proficiency among teachers in assessing and nurturing students' qualities and competencies, as well as in devising pedagogical strategies to enhance students' inherent capabilities. The limited language proficiency, particularly in local and foreign languages, has significant implications for ethnic minority students, who rely on native language instruction for effective learning. This limitation hinders the implementation of the 2018 GEP, especially in regions with a high density of ethnic minority populations. Additionally, teachers showed proficiency in creating safe and culturally educational environments and establishing relationships among students, teachers, and parents. Nevertheless, collaboration with families and communities to achieve educational goals exhibited lower competency levels. Furthermore, teachers demonstrated capabilities in researching and updating subject knowledge, along with supporting colleagues in developing professional competencies. The study also explored stakeholders' perceptions regarding educational practices, indicating varying levels of correctness in responses. This study significantly contributes to the evaluation of current primary school teacher competencies and offers valuable data for school managers, administrators, and teachers to gain a more holistic understanding of this matter.

General education inclusion of students with significant disabilities: the role of the school-based occupational therapy practitioner

ABSTRACT Since the passage of The Individuals with Disabilities Education Act (IDEA) in 2004, it has been mandatory for disabled children to be educated with non-disabled children within public agencies to the greatest extent possible. While school systems have responded by creating academic and functional programs better suited for educating students with disabilities, they tend to be self-contained environments with limited opportunities for exposure to typical peers throughout the school day. The inclusion of special education students, especially those with significant impairments, is currently not meeting the expectations set forth by IDEA. The reasons for this vary widely and have led to the pervasive restrictive placement of students with extensive support needs (ESN) despite the numerous benefits of inclusive placement presented in available research. This manuscript will compile the existing evidence on the educational placements of significantly disabled students and use it to paint a picture of the current state of inclusion, identify the barriers to its implementation, list the benefits of inclusion for all students, and discuss how occupational therapy practitioners can facilitate, enhance, and expand inclusion of these children. This manuscript serves as a call to action for school-based occupational therapy practitioners to expand their role in this setting by emphasizing their unique skill sets to educators and fully utilizing their strengths to act as advocates for the significantly impaired students they serve.

Judge rules against disabled student

Judge rules against disabled student

Prioritizing Crip Futures: Applying Crip Theory to Create Accessible Academic Experiences in Higher Education

The purpose of this paper is to explore how crip theory can be applied in higher education to resist ableism and create accessible academic experiences for disabled college students. Using personal narratives about psychological and learning disabilities as our anchors, we describe how ableism shapes college students' academic experiences, such as the fast pace of academic rigor and faculty perceptions of accommodations providing an unfair advantage for disabled students. We then review crip theory tenets, including fluidity, interdependence, and crip time, and offer possibilities for applying those tenets in practice. Some of these possibilities include collaborative conversations between students and disability services providers, embracing imperfection, co-constructing course access options, and de-stigmatizing non-normative academic timelines. We frame our thoughts about practice through the notion of crip manifestos (Kafer, 2017), which suggest both practical considerations grounded in current ableist realities and radical practices that envision crip futures.

Negative impact of online gambling problematic in disabled and non-disabled university students: exploring the risk profile.

The rise of online gambling has brought about significant concerns, particularly regarding its impact on university students. This issue becomes even more complex when considering students with disabilities. This research examines the gambling profile and beliefs of university students based on whether they have a disability. In turn, it seeks to identify if there is a typology of at-risk gamblers according to the disability variable. Finally, it aims to find out the prevalence of gambling among students depending on whether they have a disability and the typology of at-risk gambler. A total of 704 university students (135 with disabilities and 569 without disabilities) completed the NODS Belief Questionnaire to assess problems associated with gambling and to generate a typological grouping of risk gamblers, as well as a questionnaire designed specifically for the gambler profile. It was found that a small percentage of participants engage in gambling on a daily basis, with a higher frequency among students with disabilities. In addition, it was observed that the behavior and concern about financial expenditure on gambling interferes with their daily activities and is a cause for concern, with higher risk being observed to a greater extent in students with disabilities. These data suggest the importance for universities and relevant authorities to address these problems comprehensively, providing adequate resources for students with disabilities and promoting a culture of wellbeing that discourages problematic gambling activities and encourages healthy alternatives for entertainment and stress management.

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.

Society and education are inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of color has required educators to design antiracist curricula that explicitly address racial inequality. Here, we explore parallel antiableist approaches to bioscience education in an essay coauthored by a disabled bioscience student and able-bodied faculty member in bioscience. Our work is underpinned by Critical Disability Theory and draws on disability and pedagogical scholarship as well as our own experiences. The biosciences has a unique need to confront its history in the discredited pseudoscience of eugenics, which has led to discrimination and human rights abuses against disabled people. We provide a brief history of the relationship between biological sciences research and eugenics and explore how this legacy impacts bioscience education today. We then present a recommended structure for antiableist biology education. Our approach goes beyond providing disability access, to a model that educates all students about disability issues and empowers them to challenge ableist narratives and practices.