Nondisabled Students Research Articles

Social and psychological adaptation of disabled and non-disabled students to learning conditions during war time

Introduction. Students’ socio-psychological adaptation to university life is a serious issue due to extreme living conditions under martial law in Ukraine, which directly affect students’ academic performance, as well as to the possible mobilization of male students in senior years of study. Being a student is quite stressful and it is important to explore the factors that contribute to stress and the ways students can cope with stress and maintain their mental well-being. It is important for students to understand who they are in the context of university environment and to feel included in social groups and communities. Aim: to identify the socio-psychological adaptation of disabled and non-disabled students to the conditions of martial law; to explore the relationship between social and psychological characteristics of students with different disabilities. Methods: K. Rogers and R. Diamond Assessment of Socio-Psychological Adaptation (adaptation by A.K. Osnyctkiy, 2004); PSS-10 (Perceived Stress Scale) (Veldbrecht, 2022); latest research findings and surveys. Results. It was found that students with disabilities had higher "maladaptability", lower "self-acceptance", "emotional comfort" and "dominance" than non-disabled students. The disabled students had "rejection of others" and "internality" below the norm. It was found that all adaption indicators were high in students who had been disabled since childhood, while the students with acquired disabilities had high "adaptability" and "dominance". Students with impaired hearing and/or movement disorders had high levels of all adaptation indicators. Conclusion. The findings may allow better understanding of students' personalities and their adaptive abilities in the conditions of the martial law as well as they can be helpful for improvement of educational programs.

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 impact of repeated reading on deaf and hard of hearing students: Current evidence-based practices

Research shows that d/Deaf and hard of hearing (d/DHH) students often face challenges in reaching grade-level literacy skills. Past systematic reviews involving d/DHH students highlight the need for high-quality experimental research in areas like reading comprehension and fluency. Studies have shown that repeated reading instruction positively impacts literacy for non-disabled students, second language learners, and hearing students with disabilities. In this systematic review, the author explored evidence on the effects of repeated reading instruction for d/DHH students. Ten studies across nine articles met the specified inclusion criteria, including nine intervention studies and one qualitative case study. Analysis of these studies suggests that repeated reading is a promising approach for enhancing literacy skills in d/DHH students. However, as noted in previous reviews, more rigorous experimental studies are necessary. Future research could investigate the long-term effects of repeated reading instruction.

Invisible disabilities and college academic success: New evidence from a mediation analysis

Students with “invisible” disabilities—including autism spectrum disorder (ASD), attention deficit disorder (ADD/ADHD), learning disorders, and mental health conditions—make up an increasingly large share of college students in the United States. Despite these gains in access, students with invisible disabilities remain disadvantaged relative to their neurotypical and non-disabled peers in many parts of the college experience, including academically. Researchers have hypothesized that inequalities in pre-college academic preparation, barriers to social integration, and lower levels of engagement on college campuses may be at least partially to blame. We test this hypothesis using newly available survey data on college students in the state of Indiana (n = 2728). Based on a series of decompositions, we show that students with invisible disabilities face a series of interrelated challenges, beginning with their academic preparation and extending into their social and academic experiences on college campuses. That these disadvantages feed into one another suggests the presence of a cumulative advantage/disadvantage process, in which early advantages and disadvantages compound as disabled and non-disabled students move through the educational system.

Student’s Psychology During The Covid-19 Pandemic : A Comparative Study Between Vocational And Technical Training Students

The world has recently suffered from the repercussions of the COVID-19 pandemic, as the number of victims of this epidemic has increased significantly, and people have lost their families and loved ones in a short time. The feeling of inability to face the difficulties resulting from this pandemic had bad repercussions on the mental health of many people, especially those with disabilities, who faced difficulty in continuing their already unstable daily routines. In this work, a comparative study is carried out to determine the impact of the COVID-19 pandemic on the morale of the vocational program students. The study concerns non-disabled students and deaf, hard-of-hearing students. For this, a DASS test was applied to extract the states of stress, anxiety, and depression. A second test called MFT is applied to extract the main causes and effects. The results are surprising since all cases show a negative effect on the part of deaf and hard of hearing compared to other student.

Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students’ self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students.

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.

A Comparison of Autistic and Non-Autistic College Students' Perceived Challenges and Engagement in Self-Advocacy.

Autistic students experience lower college graduation rates than their peers, affecting future opportunities. Self-advocacy is crucial for successful adaptation in postsecondary settings and is documented as a challenge for autistic students. The purpose of the study was to examine autistic college students' engagement in self-advocacy and specific college-related challenges as compared to their neurodivergent and neurotypical peers. This study used a cross-sectional survey design to compare perceptions related to self-advocacy and college-related challenges across three groups of students: autistic students, students with a disability other than autism, and nondisabled students. Descriptive and inferential statistics were used to compare survey responses across groups. Differences in the groups' perceptions of their engagement in overall self-advocacy and specific self-advocacy strategies were evident. Autistic students rated themselves significantly lower on self-advocacy than did students with other disabilities. When compared to their nondisabled peers, the autistic students and those with other disabilities were less likely to report comfort interacting in the classroom, including less interest in group work, and more difficulty interacting with unfamiliar peers. In addition, the autistic students were more likely to report difficulty recognizing the need for academic assistance when compared to both peer groups. Autistic students also reported greater social challenges in the college setting than their nondisabled peers, and both neurodivergent groups of students reported significantly more challenges, overall, navigating the college setting than did their nondisabled peers. Findings highlight the need for systematic, individualized self-advocacy supports for autistic and other neurodivergent college students. In addition, findings show the need to educate peers and professors about autism and self-advocacy to foster a welcoming college environment. Finally, findings suggest the need for increased social support and opportunities for social integration within postsecondary settings. Speech-language pathologists play a critical role in implementing these next steps.

School physical education and disabled students: what about Paralympic sports?

ABSTRACT School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes. With a poststructuralist perspective, we reflect on dominant discourses on disability in the school PE field and highlight traditional practices and beliefs that pertain to disabled students. Accordingly, we conducted interviews and focus group discussions with one disabled student, his peers and their PE teacher, allowing for the exploration of values, beliefs and practices associated with disability before and after the Paralympic sports unit. Participants’ comments were subjected to interpretative thematic analysis. Paralympic sports enabled the disabled student to recognize and express their identity by critically questioning PE normative practices. Furthermore, Paralympic sports in the PE curriculum was presented as a strategy to raise non-disabled students’ disability awareness rather than as disabled students’ educational right. Paralympic sports constitutes a crucial aspect of the path towards inclusive education grounded in the values of equity and disability identity recognition.

Evacuation preparedness and intellectual disability: Insights from a university fire drill

People with intellectual disability are vulnerable to building fires. Yet, they continue to be one of the most underrepresented groups in evacuation research. To bridge this gap, this study presents one of the very few analyses of building evacuation for people with intellectual disability. The purpose of this study is to collect data and determine unique evacuation parameters of people with intellectual disability (as opposed to those without intellectual disability). Here, we present findings from 1) a full-scale unannounced fire drill and 2) a post-drill survey in which 18 college students with mild to moderate intellectual disability participated. First, a fire drill was conducted in a 6-story residential university building where 148 other non-disabled students were present. The drill was recorded using cameras throughout the building. Analysis of the videos provided data on five key evacuation characteristics regarding evacuation times, speeds, exit choice, and behavior (along with some of the 148 students without disabilities). Then, a post-drill survey was conducted for the 18 students with intellectual disability. Information was analyzed for evacuee decisions, pre-drill behaviors, and a general understanding of the fire drill. Our findings uniquely represent students with intellectual disability in evacuation and show that exit choice and pre-movement times for the sample of students with intellectual disability diverge from the non-disabled group. Such information is necessary to improve performance-based design of safe and accessible residential buildings and mental health care facilities.

“Not Sure How to Approach Them the Right Way”: Nondisabled Students’ Perspectives on Friendship With Peers With I/DD

Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship development than the social skills of students with I/DD. Furthermore, friendships are reciprocal and mutual relationships involving two or more people. Thus, I situated this study within the social context for friendship rather than focusing only on the skills—and presumed deficits—of students with I/DD. As peers without disabilities are an integral part of that social context, I examined nondisabled students’ perspectives on friendship via four focus group interviews with 44 first to eleventh graders. Thematic findings indicated that students with I/DD were not viewed as potential friends and that students with and without I/DD had few opportunities to interact authentically.

SELECTION OF DIGITAL TECHNOLOGIES IN THE INCLUSIVE EDUCATION SYSTEM: PILOT STUDY

The article is devoted to the issue of using virtual reality technologies in the educational process, and also describes an experiment conducted in the laboratory of digital pedagogy and digital psychology of the Research Institute of Pedagogical Innovations and Inclusive Education. The experiment examines some aspects of the influence of virtual reality technologies on the well-being and mood of conventionally non-disabled students and students with disabilities.

Locomotor skills of visually impaired students compared to non-disabled students: cross-sectional study

Locomotor skills of visually impaired students compared to non-disabled students: cross-sectional study

장애를 가진 형제를 둔 비장애학생의 회복탄력성과 스트레스 및 스트레스 대처방식과의 관계

Objectives This study aimed to explore the resilience, stress, and stress coping strategies of non-disabled students who have siblings with disabilities. The study also investigated the differences based on gender and school grade, as well as the correlations between these variables.
 Methods A survey was conducted with 89 non-disabled students who have siblings with disabilities from 8 private developmental rehabilitation centers in Gwangju, Jeonnam, and Jeonbuk. Descriptive statistics, one-way ANOVA, and correlation analysis were used to analyze the data.
 Results First, there was no significant difference in resilience and stress coping strategies for non-disabled students with siblings with disabilities; however, stress levels were higher among female students compared to male students. Second, as school grade increased, resilience also increased, while stress coping strategies decreased. Third, resilience showed a negative correlation with stress and a positive correlation with stress coping strategies.
 Conclusions Based on these findings, it is suggested that support programs are needed to enhance the resilience and stress coping strategies of non-disabled students who have siblings with disabilities, and to improve the quality of life for both the disabled siblings and the non-disabled students.

포스트휴먼 장애학 관점에서의 ‘학생 주도성’ 개념에 대한 비판적 고찰: 2022 개정 교육과정을 중심으로

The aim of this study was to critically examine the concept of student agency, an idea that has characterized recent curriculum reform policies, focusing on the 2022 revised curriculum, from the perspective of posthuman disability studies (PDS) and to propose a more inclusive framework for it. To this end, this study first explored how PDS enables us to rethink human agency, which underlies the notion of student agency. Next, the analysis of the 2022 revised curriculum and its related policy documents revealed that student agency embodied in the 2022 revised curriculum is predicated on the logics of choice-responsibility undergirding a range of curricular devices (e.g., the high school credit system). Drawing on PDS, the study argues that the 2022 revised curriculum may (inadvertently) contribute to the perpetuation of ableism by assuming that student agency can be exercised based on modern humanist values, such as autonomy, self-determination, and self-responsibility. Furthermore, it was also found that, unlike non-disabled students, disabled students are positioned in the curriculum as potentially less agentic, i.e., exceptional learners requiring educational interventions whose focus is on special kinds of learning experiences for their independence. Finally, the study discusses directions for developing a more just and inclusive version of the future curriculum that reflects PDS-based alternative ways of thinking about not only student agency but students’ differences, including disabilities.

Estimation of Interaction Time for Students with Vision and Motor Problems when Using Computers and E-Learning Technology

Students with disabilities can attend online education using virtual learning platforms and assistive technology adapted to their personal needs. However, access is not enough to avoid difficulties as they tend to require more time for interaction with learning resources. Analysis of the literature suggests that there is relevant interest among researchers in exploring the interaction time required by students with disabilities. The aim of this paper is to explore the average time required by students with disabilities for interaction with questionnaires, the most typical e-learning resource, in comparison to students without disabilities. This is especially relevant for computer and telecommunication engineering students since all of their teaching activities are computer-related. The average time required for interaction is estimated through empirical testing with 60 students filling out a questionnaire while attending two courses on digital technology in a total of four editions. The sample included students with three types of disability as well as non-disabled students as a control group, with ages ranging from 22 to 58. Results showed time ratios of 2.92, 1.88, and 1.58 times, respectively, for blind, partially sighted, and reduced motor capability students, compared to students without disabilities. Although the results are robust, the small sample of the reduced motor capability students and the variability of capabilities for this group recommend further research with additional samples for this type of disability. It is also recommended to continue experimentation with additional types of e-learning resources.

Universal design for learning in physical education: Overview and critical reflection

Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years.

Inclusive educational practices enhance engagement among students with disabilities in school settings. This study aimed to investigate: (i) the general attitudes of non-disabled female Saudi Arabian students toward their peers with disabilities, with a particular focus on the general attitudes towards those with hearing disabilities (HD), intellectual disabilities (ID), and behavioral problems (BP), and (ii) the relationships between three selected student-related characteristics (type of school, in-school contact with peers with disabilities, and out-of-school contact with peers with disabilities). Using a sample of 678 participants aged 7-12 years old, we tested the impact of personal and contextual factors (age, type of peer disability, type of school, in-school interaction with peers with disabilities, and out-of-school interaction with peers with disabilities on the attitudes of non-disabled Saudi Arabian elementary school students using ANCOVA linear regression analysis. Regardless of the type of disability, the participants reported having positive attitudes toward peers with disabilities. The type of disability, school, and previous interactions all had a significant effect on fostering positive attitudes toward peers with disabilities, specifically, those with HD, ID, and BP. The participants had less positive attitudes towards their peers with BP compared to their attitudes towards peers students with HD or ID which were more positive and had a larger effect size. The findings also demonstrated that the participants' attitudes toward their peers with HD or ID were influenced by their previous experience of interacting with people with disabilities as well as the type of school they attended. Participants from Saudi ARAMCO (SA) schools had more positive attitudes toward peers with disabilities compared to those from public schools, and participants from non-inclusive schools had more positive attitudes toward peers with disabilities compared to those from inclusive schools. Participants from non-inclusive schools had much more positive attitudes toward peers with disabilities than those from inclusive schools; participants who had previous out-of-school interactions with people with disabilities had significantly more positive attitudes toward peers with disabilities than those who had no previous out-of-school interactions with people with disabilities. Participants from SA schools had the most negative attitudes toward peers with BP, regardless of age. The findings imply that being taught in an inclusive educational setting in Saudi Arabia does not inevitably encourage non-disabled students to adopt more positive attitudes toward peers with disabilities. Therefore, with the support of their school principals, Saudi Arabian teachers working in inclusive educational settings should be encouraged to develop and implement initiatives to adopt an inclusive strategy based on group projects bringing together students with and without disabilities.

발달장애학생 학부모의 통합교육에서 분리교육으로의 추구 경험에 관한 사례 연구

This study is about the experience of transitioning from integrated education to separate education in the life of students with disabilities through the mother of students with developmental disabilities. It was intended to examine how they experienced the beginning, interruption, and new beginnings of integrated education in separate education, and to find out what those experiences mean in their life stories. First, when students with developmental disabilities entered the school, they were denied admission because they could not provide a special class for one person even if they wanted to go to a nearby school. Second, teachers had a very important influence on the decision of the parents of students with developmental disabilities to transfer from integrated education to separate education. Third, the mother of a developmentally disabled student who could not speak felt anxious because she did not have the information she could receive from her children and chose to transfer for safety. Fourth, there is no curriculum for special education, and the special needs of students with disabilities have not been satisfied in the form of following general education. Fifth, special schools are comfortable because of the legitimacy of being a space for students with disabilities. Among the non-disabled students in the integrated class, students with disabilities seemed to be too prominent and damaging to others. As a result, the participants paid more attention and effort than they should as ordinary parents, and they lived under the name of the mother of a disabled student, not themselves. She chose to separate herself without expressing the feelings she experienced because she was not rejected and consoled, and was personally isolated. Sixth, people cannot empathize because developmental disabilities are not visible on the outside. Due to the knowledge-oriented school atmosphere, non-disabled students changed to a more negative attitude toward disabled students as they became seniors, unlike in the lower grades.

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data.

International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.