Intellectual Disabilities In Higher Education Research Articles

A Systematic review of the presence and participation of students with intellectual disabilities in Spanish universities.

Inclusive education remains a challenge to be embraced by the national educational system, and this challenge becomes even more pronounced when considering the access and participation of young individuals with intellectual disabilities (ID) in higher education. The present systematic review aims to delve into the scientific literature addressing the theme of the presence of students with ID in Spanish university classrooms. To achieve this, a thorough examination of 34 scientific articles published between 2012 and 2022 was conducted across the databases of Dialnet, RedALyC, SCOPUS, Web of Science, and Google Scholar. Through the analysis of the selected studies, a research trend regarding the inclusion of students with ID in Spanish universities is identified, and the results are summarized. These results indicate a disparity between the increasing response of Spanish universities to students with ID and the limited production of scientific literature on the subject. The review concludes by emphasizing the need to promote high-quality inclusive research processes within the university environment, with a focus on accessibility and equal opportunities for young individuals with ID in higher education.

Reading Comprehension Skill Test and Rubric Development for Individuals with Intellectual Disability in Higher Education

Bu çalışma, yükseköğretimde Entelektüel Yetersizliği Olan Bireylere (EYOB) yönelik okuduğunu-anlama beceri testi ve rubriğini geliştirmek amacıyla yapılmıştır. Nicel araştırma modellerinden tarama yöntemine göre desenlendiği bu çalışmaya, liseye devam eden yaş ortalamaları 17.9±2.61yıl olan 57 (14 kadın/43 erkek) hafif düzeyde EYOB gönüllü olarak dahil edilmiştir. Okuduğunu-Anlama Beceri Testi’nde (O-ABT) bilgilendirici metin kullanılmıştır. Metin soruları, 5N1K yöntemi kullanılarak spor alanına uyarlanmıştır. Ayrıca, O-ABT’nin değerlendirilmesi için bir rubrik oluşturulmuştur. Rubrik, birinci bölüm altı bilgi sorusu [dört kavramsal soru(0-4puan), iki olgusal soru(0-1puan)];ikinci bölüm iki bilgi sorusu(0-4puanx2) olarak hazırlanmıştır. O-ABT’nin %50 (17 puan) ve üstü alan aday, Spor Bilimleri Fakültesi ön koşul sınavından başarılı kabul edilmiştir. O-ABT ve rubriğin oluşturulmasında uzman kişilerden destek alınmıştır. O-ABT, EYOB’lara uygulanmıştır. Verilerin analizinde açımlayıcı faktör analizi, Cronbach Alpha güvenirlik katsayısı ve korelasyon teknikleri kullanılmıştır. Yapılan açımlayıcı faktör analizi sonucunda toplam varyansın %40’ını açıklayan tek faktörlü bir yapı ortaya çıkmıştır. Güvenirlik analizleri sonucunda da maddelerin Cronbach Alpha değeri .81, kodlayıcılar arası güvenirlik .95 ve farklı zamanlarda yapılan ölçümler arası güvenirlik .96 olarak belirlenmiştir. Spor alanına uygun şekilde hazırlanan O-ABT’nin puanlanması için geliştirilen rubriğin açımlayıcı faktör analizi ve güvenirlik bulguları alanyazındaki ölçütleri karşılamakta olup, yükseköğretimde EYOBlar için kullanılabilir olduğu sonucuna ulaşılmıştır. Bu test ve rubriğin, özel yetenek sınavı yapan tüm yükseköğretim kurumlarına uyarlanarak ön koşul testi olarak kullanılmasının; özel yeteneği olan ve okuduğunu daha iyi anlayabilen EYOBların yükseköğretime kabul edilmesine katkı sağlayabileceği düşünülmektedir.

‘How are you doing?’: college instructors’ relationships and communication with students with intellectual disabilities

The Higher Education Opportunity Act has increased the number of postsecondary education programs established to assist individuals with intellectual disabilities (ID) in attending college. With the development of these new programs, there is an ever-present need to assess the interactions and necessary strategies to support students with ID in higher education. As college instructors are the primary instructors within these settings and programs, the current study explored this population’s perceptions and experiences related to instructing, communicating, and developing effective relationships with students with ID in their coursework. In-depth interviews were conducted with six college instructors working with students with ID in a higher education program in the United States. Applied thematic analysis identified themes related to the frequency of communication and relationship development, collaboration strategies, and using student feedback to inform future instruction and course preparation. Most instructors found relationships with students developed more effectively via increasing frequency, consistency, and accessibility of communication methods (e.g. scheduling individualised meeting times, video recorded directions, and reminders). Instructors also reported the importance of clear communication with stakeholders, supporting personnel/staff, and students’ peers, which aided student learning and engagement in the classroom. Limitations and implications for practice are discussed.

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.

Making a Case for the Inclusion of People with Intellectual Disabilities in Higher Education

The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University’s Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive.

Training Peer Mentors to Support Students With Intellectual Disability in Higher Education

Abstract Date Presented 04/01/2022 Peer mentors play a pivotal role in supporting students with intellectual and development disabilities (IDD) in their academic and social success in inclusive postsecondary education (IPSE) college programs. As IPSE programs grow across the United States, peer mentors require training to best support students with IDD in their academic and social pursuits on campus. This poster presents the role of OT in training peer mentors to effectively support IPSE students. Primary Author and Speaker: Morgan Cargiulo Additional Authors and Speakers: Meghan Blaskowitz

The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

AbstractAimThis study aimed to examine the policy and system context for transition to third‐level education for people with an intellectual disability (ID), using Bourdieu's theory of reproduction as a framework, with the situation in the Republic of Ireland as a case study.BackgroundThe “massification” of higher education (HE) has resulted in ever increasing numbers of students progressing to postsecondary level education (PSE). Progressing to HE has become embedded within the normative life course and an expected transition for young adults. This article questions the extent to which the field of HE is ready for students with ID, in the context of limited capital and differing experience of the dominant habitus.MethodologyUsing the Republic of Ireland, and in particular Trinity College Dublin as the first HE institute in Ireland to offer a full‐time, 2 years course for people with ID, the access experience of people with ID is examined in the context of current national policy and system issues in the HE sector.ResultsThere is a disjuncture between the level of demand for university places and supply. In addition, the transition to third‐level education for students with ID is populated with unique challenges, which differ from peers without ID.ConclusionThis article demonstrates how such programs can highlight the extent to which the field of HE responds to the inclusion of students with intellectual disability, as well as the policy and system issues that need to be responsive to a cohort of students with differing habitus and capital, to support fully the engagement and participation of students with ID in HE. A dearth of evidence exists, and the author proposes that Bourdieu's theory of reproduction can provide a useful framework for future research.

Intelektualna ometenost u visokom obrazovanju - samoprocena potreba za obukom univerzitetskih nastavnika

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

Inclusive education at a Spanish University: the voice of students with intellectual disability

Providing an inclusive education to students with intellectual disability in higher education is an emerging challenge. This paper presents the results of a research study that analyses the perceptions of graduates from the Promentor Programme (Universidad Autónoma de Madrid, Spain). The study follows a phenomenological design and employs qualitative research methodology. Two focus groups are conducted, with 14 participants in total. The participants’ perspective is structured around the following categories: (a) Quality of life and training received; (b) barriers encountered; (c) supports received; and (d) lecturers’ competences. In general, participants give their experience a positive assessment in relation to aspects such as social inclusion, professional and personal development or self-esteem. The study’s conclusions highlight the convenience of an inclusive and qualitative research design that will serve to hear the voices of persons with intellectual disability, as well as their perception of the positive impact of university education on their lives. Points of interest This article focuses on the perspective of Spanish university students with intellectual disability in order to understand their perceptions of their training experience in an inclusive higher education course. An inclusive research design is adopted which seeks to give voice to people with intellectual disability not only as participants, but also as members of the research team. The study confirms that, from the students’ perspective, university environments can be suitable for the education of students with intellectual disability; therefore, the creation of inclusive higher education programmes should be encouraged. University lecturers should receive training in inclusive education. Higher education institutions must take into account the voices of vulnerable groups of students in order to effectively eliminate existing barriers.

Revisão sistemática sobre inclusão e a presença de Núcleos de Acessibilidade na Educação Superior EaD – 2005 a 2018

A inclusão na Educação Superior vêm ocupando crescente espaço nos debates educacionais nacionais e remetem à trajetória da democratização do ensino, mas percebe-se ainda certa fragilidade no que se refere às diretrizes, apesar da existência de um número expressivo de legislações nessa área específica. Este estudo objetivou apresentar uma revisão sistemática de Teses e Dissertações defendidas no Brasil sobre inclusão na Educação Superior e a presença de Núcleos de Acessibilidade na Educação Superior. A metodologia utilizada foi a revisão sistemática de literatura. A busca das produções neste formato foi realizada na Biblioteca Digital Brasileira de Teses e Dissertações e no Banco de Teses e Dissertações da Capes/MEC, que abarca publicações disponíveis na Plataforma Sucupira no período de 2005 a 2018. Evidenciamos39 estudos. Verificamos que pesquisas sobre inclusão na Educação Superior tiveram maior ênfase a partir do ano de 2005, porém, somente a partir de 2014, tivemos a presença do descritor núcleo de acessibilidade na educação superior. Nesse sentido, diante dessas teses e dissertações, defendidas no Brasil até 2018, foram encontrados, apenas um estudo de revisão teórica sobre inclusão na Educação Superior; um outro estudo, de intervenção para a inclusão de estudantes com deficiência intelectual na Educação Superior; e apenas um estudo, que trata da implementação de Núcleos de Acessibilidade na Educação Superior de uma IES privada, na modalidade de Educação a Distância. Concluímos que, por se tratar de uma área ainda pouco explorada no panorama nacional, outras pesquisas acerca da inclusão na Educação Superior sejam realizadas.

The will to include – education for becoming a desirable citizen

ABSTRACT Contemporary understandings about the importance of a ‘desirable population’ have become intimately related to the pursuit of education and lifelong learning. In order to enable this, higher education operates as a technology for shaping desirable citizens. This paper focuses on a project in Sweden that aimed to include students with intellectual disabilities in higher education. Drawing on Foucault’s notion on governmentality and subjectivity, the analytical focus is on which kinds of subjects are created in and emerge from the project’s policy documents. The prospective students emerge as different and in need of special measures and are assigned particular knowledge that creates expectations and opportunities for them to regulate and foster themselves as desirable subjects in spaces where governing techniques such as surveillance and confession operate. Rather than including these students, the measures instead lead to further exclusion by creating, manifesting and reproducing the otherness it was supposed to counteract.

ISPR8-1443 Model for the human and occupational development of persons with intellectual disability. Mixed methods

The prevalence of intellectual disability (ID) in the world is 1 to 4%, in Latin America it is estimated to be four times higher. In Colombia it corresponds to 22.47% of all types of disability. Young people and adults with ID experience more inequality and social exclusion than the rest of the population. The objective of the project was to design and validate a model for the human and occupational development of people with intellectual disabilities with an ecological and interdisciplinary approach. Quasi-experimental design that includes an experimental group and the application of pretest and posttest tests, with a deliberate control of the variables of interest, mixed methodological perspective with qualitative and quantitative data. Four stages, first the design, second the validation of the model and the third and fourth stages the construction of general recommendations for a higher education program and for the integral attention of the population in an ID situation, which help to reduce the barriers for family, social and occupational inclusion in Colombia. Until now, a 2-stage model has been designed, the first called “ESCALAR”, pre-university with a duration of 6 months and the second one called “UIncluye”, a university program with a duration of 1 year. A comprehensive evaluation model has been developed and the entry of 20 young people who met the inclusion criteria have been completed, they have completed the ESCALAR phase and the first semester of UIncluye. Outcomes: determinants of health, individual quality of life, quality of family life, anxiety, depression, practical, conceptual and social skills. Inclusion in higher education of young people with ID requires a multidisciplinary team capable of constructing a model for the inclusion of people with intellectual disabilities in higher education adapted to the contextual characteristics of each country.

Inclusion of Students with Intellectual Disability in Higher Education .

Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.

Estudantes com deficiência intelectual na educação superior: uma análise das teses e das dissertações

Pesquisas envolvendo pessoas com deficiência na Educação Superior não são recentes, muitos pesquisadores abordaram diversos aspectos inerentes à temática. Entretanto, quando focamos a especificidade da deficiência intelectual identificamos que o número de investigações é restrito. Com o objetivo de mapear as pesquisas que vêm sendo realizadas nos Programas de Pós-graduação sobre ingresso, permanência e participação de alunos com deficiência e com deficiência intelectual na Educação Superior, realizamos um levantamento no Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior e na Biblioteca Digital Brasileira de Teses e Dissertações. O recorte temporal foi do ano 2005 até julho de 2018. Como descritores de busca utilizamos as expressões combinadas: universidade x deficiência, Educação Superior x deficiência, Ensino Superior x deficiência, universidade x deficiência intelectual, Educação Superior x deficiência intelectual, Ensino Superior x deficiência intelectual. Após a leitura dos títulos e dos resumos das 176 teses e dissertações encontradas, através da técnica de Análise de Conteúdo, realizamos uma categorização dos temas abordados. Na seqüência, analisamos os trabalhos completos que contemplaram os estudantes com deficiência intelectual. Constatamos que existe um número reduzido de trabalhos que abordam a deficiência intelectual na Educação Superior, apenas cinco contemplaram a deficiência intelectual, o que indica a necessidade de empreender investigações com essa temática, especialmente a partir da alteração da Lei nº 12.711/2012 em dezembro de 2016, inserindo as pessoas com deficiência no público contemplado pela reserva de vagas/cotas nas universidades federais e nas instituições federais de ensino técnico de nível médio.

Desafíos en Educación Superior: el caso de las personas con discapacidad intelectual en el Perú

El logro de la inclusión de las personas con discapacidad intelectual (DI) es uno de los mayores desafíos a los que se enfrentan las instituciones educativas y comunidad. Según la Organización Mundial de la Salud (OMS, 2011), un 15% de la población presenta situación de discapacidad, mientras que en el Perú existe alrededor de un 5.2%, siendo de mayor proporción la discapacidad intelectual. En respuesta a ello, se plantea el enfoque inclusivo o de Atención a la diversidad por medio del actual Currículo Nacional de la Educación Básica y desde Educación Superior, normativas que garanticen el ingreso y permanencia en esta. Sin embargo, todavía existe dificultades en las instituciones educativas de estos niveles educativos; ya que, en educación básica, prevalece un 25% de personas con discapacidad en edad escolar sin acceso al sistema educativo dentro del cual se incluye a las personas con DI y en educación superior, solo un 5,99% accede a institutos y universidades, del cual no se han encontrado reportes sobre el caso de las personas con DI. De tal modo que surge la importancia de explorar sobre la situación de estas personas; para ello, el presente estudio tiene como objetivo analizar las características sociodemográficas y de habilidades instrumentales de aprendizaje de 10 participantes (2 varones y 8 mujeres) con DI asistentes a un servicio de salud de un Hospital Público de Lima Metropolitana. El tipo y diseño de investigación corresponde a Empírico-no experimental con estrategia descriptiva mediante encuestas. La muestra fue recogida mediante un muestreo intencionado. Los instrumentos utilizados fueron una ficha sociodemográfica y una lista de cotejo AD HOC de las habilidades instrumentales de aprendizaje. En esta comunicación se fundamentan breves avances sobre el constructo de discapacidad intelectual, el enfoque de inclusión y las políticas educativas que inciden en el acceso y permanencia de las personas con DI en la educación superior. Los hallazgos buscan la visibilización de la situación de algunas personas con DI y la generación de evidencia que sirva de base para la elaboración de medidas oportunas y pertinentes que brinden iguales oportunidades para todos y todas.

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

Supporting mentors working with students with intellectual disabilities in higher education.

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills. Upon review of the data, we suggest that mentors need ongoing support from transition programs especially in areas related to encouraging self-advocacy and supporting time management.

Students With Intellectual Disability in Higher Education: Adult Service Provider Perspectives

Postsecondary education (PSE) is increasingly becoming an option for students with intellectual disability (ID; Grigal & Hart, 2012 ). Postsecondary education offers the promise of pursuing a valued social role (that of college student), enhanced social networks, and, most significantly, increased employment options. To date, research and practice in the area of transition to PSE for students with ID has focused primarily upon the sending (public school systems) and receiving (colleges or universities) agencies ( Oertle & Bragg, 2014 ; Thoma et al., 2011 ). Yet adults with ID often require ongoing supports through state and federally funded developmental disability waivers, and agency providers of waiver services have, for the most part, not been part of this vital conversation. This study represents an exploratory study of directors of developmental disability provider agencies in one midwestern state to assess their knowledge of PSE for individuals with ID. A total of 87 directors responded; quantitative results are presented and, based on these findings, we provide implications for the future.