Disabled Students Research Articles

Processes Empowering Disabled Students in the Co-Production of Inclusive Higher Education

Although education is supposed to be an empowering process, some students experience the opposite. Disabled university students face multiple discriminating mechanisms during their studies, indicating that they are out of place. This study explores a participatory action research (PAR) study where 11 disabled students collaborated with university staff in planning and implementing measures to promote inclusion at a Norwegian university. The study aims to contribute knowledge of the processes empowering disabled students during co-production of inclusive higher education. Qualitative data were collected during the PAR study from January 2021 to March 2022 including audio recordings from workshops, reflection meetings and a group discussion, field notes from observing students in action as well as the students’ reflections notes and notes from shared analysis and shared writing. A reflexive thematic analysis resulted in the generation of four processes that were believed to support student empowerment: being united with inclusive faculty allies, belonging in a student fellowship, identifying an injustice, and experiencing meaning and change. This study indicates ways to strengthen the universities’ capacities to work towards inclusion, social change, and justice.

Development and Assessment of Review Clips by Disabled Students for a Teenage Soul Healing Program on the TikTok Platform

The purposes of this research were 1) to develop review clips by disabled students for a teenage soul healing program on the TikTok platform 2) to evaluate the quality of the review clips by disabled students 3) to evaluate the perception of the samples 4) to evaluate the satisfaction of the samples. The research tools included 1) the review clips by disabled students for the teenage soul healing program on the TikTok platform 2) the quality assessment form 3) the perception assessment form 4) the satisfaction assessment form. Data were collected from a sample group comprising 60 students chosen by a simple random sampling method from the Department of Educational Communications and Technology in the second semester of the 2023 academic who were exposed the review clips and who were willing to complete the questionnaire. The results were 4 review clips by disabled students using ADDIE Model. The evaluation by experts identified that content and media presentation quality assessment was at a very good level , while the samples’ perception and satisfaction were at the highest level.

Library Anxiety Among Undergraduate Students with Visual Disabilities

Library anxiety, a phenomenon characterized by discomfort, fear, or other negative emotions associated with navigating libraries, is a significant issue for many undergraduate students. This study, which examined the library anxiety reported by 37 visually disabled undergraduate students across seven state universities in Indonesia, sheds light on this critical topic. The measurement of library anxiety was based on the Malay Version of Bostick's Library Anxiety Scale, as adapted by Karim and Rashid (2016), which includes three factors: barriers with service providers, affective boundaries, and comfort with library technology. The research also explores library anxiety as a variable itself. The findings, derived from a descriptive quantitative research method using purposive sampling, reveal that visually disabled students experienced low levels of library anxiety. However, the anxieties experienced involved navigating the library facility and engaging with library technology. Notably, library anxiety, as its culminating variable, showed that male students experienced a higher level of library anxiety than female students. This study underscores the importance of applying the Bostick scale to explore more disabled students’ experiences with library anxiety, providing valuable insights for educators, policymakers, and researchers.

Factors Affecting The Effectiveness of Inclusive Education

The article describes the results of experimental and test work aimed at effectively organizing inclusive education and determining the factors affecting the successful implementation of the academic and social activities of children with disabilities in the pedagogical process. The experimental work was carried out in 17 schools in 4 cities of the country. 117 healthy , 53 disabled primary students, parents of the students, 45 educators were involved. During the study, methods of statistical analysis of Social Survey, observation, interview, picture keys, results were used. One important factor is the availability of resources and support services. Another factor is the attitude and thinking of teachers, students and parents towards inclusion. A positive attitude, the acceptance and support of all stakeholders will help create an inclusive culture in schools and classrooms. Conversely, a negative attitude, lack of support and understanding can hinder the success of inclusive education initiatives.

Artificial intelligence and advanced data analytics: Implications for higher education

AbstractRecently, the rise of generative AI tools such as ChatGPT have prompted deep and wide considerations about teaching and learning, student success, research and development, and the use of data for informed institutional decision making. In this volume, authors discuss specific concepts, considerations for use, and some specific tools and applications of advanced data analytics and artificial intelligence that are gaining prominence in higher education. Although these tools and our perceptions about the tools will continue to evolve, we believe that aspects of advanced data analytics and artificial intelligence will remain in our midst in the future. We believe that members of our community will become better educators and higher education managers as we engage deeply with these tools, stay vigilant about the risks and limitations, and establish policies that ensure student and institution success.Practical Takeaways The soaring interest in aspects of artificial intelligence (AI) prompts consideration of its potential applications, impact, and implications for the higher education community. AI‐supported tools hold the promise to help students learn more efficiently and effectively as well as assist faculty and staff with more mundane tasks, yet getting to the place where GenAI helps will take some effort. Since we must consider data privacy, ethical use, security, and accountability, the path may not be straight and narrow. Analytics through AI tools have a particular promise to support underrepresented and disabled students through focused websites, learning support, and customized tutoring. AI has the potential to narrow the gap in student success, but without focused attention, it could serve to widen the gap across some student groups. We acknowledge that perceptions about and implications due to artificial intelligence in higher education will change as we move forward; the articles in this volume seek to contribute to the current discussion and may prompt considerations for future conversations.

Psychological stresses among parents of mentally handicapped students (A field study in Al-Bayda city)

تهدف الدراسة الحالية إلى التعرف على الضغوط النفسية لدى أولياء أمور الطلبة المعاقين ذهنياً، وعلاقتها بالمتغيرات التالية: صلة القرابة (أباء \ أمهات)، المستوي التعليمي (متوسط\ جامعي\ عالي)، وتاريخ الالتحاق بمركز القدرات الذهنية. قد تم اختيار العينة بطريقة العينة المتاحة ، وقد تكونت العينة الاستطلاعية من (15) أب و أم من اطفال الملتحقين بدار الرعاية الاجتماعية بمدينة البيضاء، اما العينة الأساسية فقد تكونت من (33) طفلا من الملتحقين بدار الرعاية. وقد طبق على كل طفل استمارتين، الاستمارة الأولى من قبل الأم، والاستمارة الثانية من قبل الأب لمعرفة درجة الضغوط لديهم. وقد تم استخدام مقياس الضغوط النفسية لدى أسر المعاقين من إعداد السرطاوي والشخص (1998). وقد توصلت النتائج إلى ارتفاع درجة الضغوط النفسية لدى أولياء أمور الطلبة المعاقين ذهنياً، ولا توجد فروق دالة إحصائياً في الضغوط النفسية حسب المستوي التعليمي (متوسط\ جامعي\ عالي)، بينما كانت هناك فروق ذات دلالة إحصائية في الضغوط النفسية لدي أولياء أمور الطلبة المعاقين ذهنياً حسب تاريخ الالتحاق بالمركز.

The Challenges of Disabled Students with Crippled Dreams and Reality: A Study on the University of Rajshahi, Bangladesh

The mind is simply making the transition to dreaming faster than the body. While strengthening the mind our mental “muscles” improve our memory, attention, brain speed, people skills, intelligence, and navigation. The brain is at the core of everything we do, so make a change to build brainpower. This researcher has selected 51 disabled students through simple random sampling and data are classified and analyzed. Among them, respondents are students of 68.6% male and 31.4% female disabled students. They are facing many problems at the University of Rajshahi. Most of the respondent’s socio-economic conditions are medium and there are communication problems, no ramp in the maximum academic building, and no special facilities for disabled students. This research emphasizes that we should not consider disabled people as a burden to society. They have also the right to lead meaningful lives and the people having sound health should fulfill their rights.

Development of Physical Science Teaching Module Phase F for Physically Impaired Students in Special Schools on the Nature of Light

This research aims to produce a pahse F science teaching module for disabled students that is feasible, practical, and effective. This research was carried out at the Bone Bolango state special school. This type of research is research and development using the ADDIE development model and was tested in class XII of Bonebolango State Special School. The results of this research show that: 1) the teaching module developed is very valid and suitable for use in learning, 2) the teaching module developed is practically determined by the average percentage of learning implementation during three meetings which reached 88,36% with very good criteria, 3) effective teaching modules developed are determined through the average percentage of student activity during three meetings which reached 79,16% with very good criteria, and the completeness of student learning outcomes is determined through the average percentage of cognitive assessments during three meetings which reached 88,89% with very good criteria, the average percentage of attitude assessments during three meetings which reached 79,16% with very good criteria, and the average percentage of skills assessments during three meetings which reached 82,77% with very good criteria good based on this, it can be concluded that the physics teaching module on the nature of light material developed is feasible, practical and effective.

Conceptualizing political knowledges needed to teach inclusive mathematics: theorizing through counterstories

How do teachers develop and use political knowledge to create equitable and inclusive conditions for and with disabled students, particularly disabled students of color? In this essay, we build on concepts of political teacher knowledge in mathematics education, critical inclusive mathematics education and disability studies to explore teacher knowledges that support disabled students’ mathematical learning. We focus on four aspects of political knowledge for teaching mathematics: (1) knowledge as relational and unfolding over time, (2) understanding and negotiating the political contexts in which we teach mathematics, (3) deconstructing deficit discourses about marginalized students, and (4) learning to creatively resist the systems for and with our students. To develop our theoretical analysis, we use a counterstory of a middle school Latino student named Luis and his Latina mathematics teacher, Ms. Marquez. Our aim is to open up discussions in mathematics teacher educational research about the politics at play in teaching inclusive mathematics.

AR-NAVIS: Mobility Application for Blind and Deaf Students Based on Augmented Reality

Students with disabilities, especially those with visual and hearing impairments, face challenges in navigating through the campus environment. Hence, the development of AR-NAVIS as an Augmented Reality (AR)-based mobility orientation application stands as a significant innovation in providing services for them. This application aims to assist disabled students in moving within the campus environment, both indoors and outdoors. AR-NAVIS identifies the safest and most efficient routes, enabling disabled students to engage in independent activities and enhancing both their academic and non-academic performance. The application development process involves analyzing students' needs, prototype design, model validation, trials, and dissemination. Its features include AR-based 3D guidance, directional text, voice, vibration mode, and hazard information. The app is expected to provide accurate information about buildings or locations that are the destination for disabilities students. The result show that application development can guide disabilities user move between buildings smoothly. The experiment found that there was an increase in student activity after having this application.

Feasibility Analysis of Higher Education Popularization for Chinese Special Education Groups---Taking Physically Disabled Students as an Example

Based on the analysis of the current situation of special education for people with disabilities in China, it is found that the compulsory education popularization of the Chinese special education group is relatively high, but the higher education popularization for people with disabilities needs to be improved. Improving the popularization of higher education for special groups can improve China's educational environment and also maintain social harmony. This article mainly analyzes the feasibility of popularizing higher education for special education groups in China. The study found that China is paying more attention to vocational education for special education groups, aiming to equip them with skills and serve society. However, at present, insufficient attention is paid to education at the higher education level, and there is a lack of relevant policy guarantees. Therefore, it is recommended that government departments should formulate clear and comprehensive regulations and policies to ensure the equal rights and interests of disabled students in higher education. At the same time, it is also necessary to increase investment in funds, improve the construction of basic education facilities in universities, and provide auxiliary facilities for students with physical disabilities. The training of university teachers should be strengthened, and more attention should be paid to the overall development of disabled students. Psychological education, quality education, and curriculum teaching should all be strengthened.

Comparison of The Physical Fitness Parameters of Special Education Vocational School Students and Inclusion High School Students

This study compared the physical fitness parameters of intellectually disabled special education vocational school students with those of inclusive high school students using the causal comparison method. Participants consisted of 22 (15 male, 7 female) from Special Education Vocational School and 25 (20 male, 5 female) inclusion students receiving inclusive education at high school. A physical fitness form was used to collect data on body mass index (BMI), standing long jump, flexibility, right-hand reaction, left-hand reaction, leg strength, back strength, right-hand grip, left-hand grip, 30 m sprint, and push-ups. The T-test was applied to data exhibiting normal distribution, while the Mann-Whitney U test was used for data not normally distributed. Among the parameters showing normal distribution, there were significant differences between the two different student groups in the standing long jump, flexibility, left-hand reaction, leg strength, and right-left hand grip strength. Although a significant difference was observed in the right-hand reaction, no significant differences were detected for the other non-normally distributed parameters of BMI, back strength, 30-m sprint, and push-ups. Our results indicated that students with intellectual disability (ID) enrolled in inclusive education at the high school level performed better in all physical fitness tests conducted compared to their peers in special education vocational schools.

The Opinions of Prospective Teachers about Biology and Nature-Related Activities for Mentally Disabled Students

The aim of this study is to examine the opinions of prospective teachers about biology and nature-related activities for mentally disabled students. The survey method was used in this quantitative study. Attitude scale towards biology and nature-related activities for mentally disabled students was used as a data collection tool. The scale was applied to a total of 258 (183 females, 75 males) prospective teachers studying at the education faculty of a state university and taking special education courses. According to the findings, prospective teachers expressed their positive opinions about all the activities specified in the scale. However, a few prospective teachers stated that some of the activities, especially interaction with animals, were not applicable for their mentally disabled students. However, when the findings are evaluated in general, it is concluded that biology and nature-related activities are very valuable for mentally disabled students.

Implementation of Adaptive Technology Tools and Applications for Accessible Physics Education with Deaf and Handicapped Students

Implementation of Adaptive Technology Tools and Applications for Accessible Physics Education with Deaf and Handicapped Students

Exploring the Infiltration Pathways and Methods of American Educational Philosophy in English Teaching for Disabled College Students

This paper provides an in-depth analysis of the current status of English teaching for disabled college students through methods such as survey questionnaires and theoretical induction. It reveals the challenges and teaching needs in English learning for disabled college students, emphasizing the necessity of integrating American educational philosophy into English teaching. Drawing upon universal aesthetic theories, this study summarizes methods for applying aesthetic education in English teaching tailored to disabled college students. These methods aim to enhance students' perception of English language beauty, improve teaching efficiency, and cultivate their ability to appreciate, express, and create beauty.

Understanding Chilean physical educators’ attitudes toward teaching students with Down syndrome in integrated classes

Although research regarding teacher attitudes has been conducted in the area of physical education, less attention has been paid to the perspectives of physical educators in Latin America, particularly as they relate to teaching disabled students. Thus, the purpose of this study was to explore the attitudes of Chilean physical educators toward teaching students with Down syndrome in integrated classes, as well as factors that may influence their attitudes. In this cross-sectional study, 91 physical educators, comprising 50 (54.9%) males and 41 (45.1%) females from various regions in Chile, responded to a 40-item online survey related with impact and attitudes towards inclusion, between March to June 2023. The analysis approach was quantitative, cross-sectional with multivariate regression analysis (path analysis). We concluded that Chilean PE teachers generally espouse highly positive attitudes toward teaching students with Down syndrome, despite about one-third reported that their actual interactions with such students were negative or undecided. This phenomenon may have been contributed to by the lack of preparation of the respondents. We also identified that the environment was a significant predictor variable in teachers’ attitudes towards integrating students with Down syndrome.

Disabled students’ voices about their psycho-social and educational experiences during the COVID-19 pandemic: an empirical study

This article presents a study about the psycho-social and educational experiences of disabled students during the COVID-19 pandemic, from quarantine and remote learning to the transition back to their schools. Data was gathered through semi-structured interviews with 45 primary and secondary school-aged disabled students attending both regular and special schools in Greece. Despite the identification of some positive experiences, not all disabled pupils and in all cases were benefited from the measures implemented by the Greek government, as they voiced a range of educational, psychological, and social challenges. Further, disabled pupils’ accounts indicated that they were confronted with ableist discourses in the Greek educational policy and practices concerning the ‘support’ that was available. This study emphasises the need to listen to the voices of disabled students as a pathway to ensure their rights and promote their inclusion, empowerment, and resilience in crisis and no crisis times in their schools.

Peran Guru Pendidikan Agama Islam Dalam Meningkatkan Motivasi Belajar Siswa Difabel di SMA Negeri 1 Mojotengah Wonosobo

This research aims to: 1) determine the learning motivation of students with disabilities at SMA Negeri 1 Mojotengah; 2) to determine the role of Islamic religious education teachers in increasing the learning motivation of disabled students at SMA Negeri 1 Mojotengah; 3) to determine the obstacles for Islamic religious education teachers in increasing the learning motivation of disabled students at SMA Negeri 1 Mojotengah. This research uses a qualitative research approach with field research. Data collection techniques use observation, interviews and documentation methods. Then, data sources were obtained from primary data sources and secondary data sources (Islamic religious education books, references related to students with disabilities, learning motivation, previous theses, articles, journals and internet sites). Apart from that, data sources were also obtained from research subjects, namely the school principal, PAI subject teachers, and 5 students with disabilities at SMA Negeri 1 Mojotengah. The data analysis technique used is an inductive qualitative data analysis technique. Based on the research results, it can be concluded that the learning motivation of disabled students at SMA Negeri 1 Mojotengah is not good due to several factors, namely the less conducive learning environment, bullying, and the lack of self-confidence of disabled students. The role of PAI teachers in increasing learning motivation is as a demonstrator, class manager, facilitator and mediator, evaluator and motivator. Some of the obstacles for teachers in increasing the learning motivation of disabled students are in growing and increasing learning motivation because students lack self-confidence, inadequate facilities, communication with deaf disabled students, there is no special accompanying teacher (GPK) who accompanies them in class and integrates learning methods with needs of students with disabilities.

Research on Innovative Vocational Education for Disabled College Students Empowered by Smart Technologies in the Perspective of New Productive Forces

The rapid development of smart technologies in the field of education presents a transformative opportunity for vocational education for disabled college students. This group faces multidimensional challenges such as personalized learning needs, information access and effective communication, psychological health and self-esteem maintenance, social integration and identity recognition, as well as teacher training and professional development. This study, based on a sample of 100 disabled students from Zhejiang Special Education Vocational College, employs literature review, case analysis, and empirical research. Through personalized learning and support, barrier-free communication and interaction, emotional care and psychological counseling, social practice and inclusive education, as well as optimization of teaching staff and sharing of resources strategies, a smart solution is designed to improve the learning ecosystem, optimize the learning environment, and broaden career pathways.

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.