Students With Disabilities Research Articles

Preservice music educators’ perceived self-efficacy in teaching students with disabilities following special education coursework: A comparative mixed-methods study

Preservice music educators’ (PMEs) experiences teaching students with disabilities (SwD) often occurs through general education coursework. Researchers have examined the effect of content-specific course work on PMEs preparation to teach music to SwD but have not examined if differences in course and clinical settings impact their self-reported feelings of self-efficacy. The purpose of this study was to examine whether differences in the delivery (online or in-person) of music-specific coursework and clinicals affected PMEs confidence to teach music to SwD. Students who participated in an online course reported a significant decrease in their self-efficacy ( t (17) = 3.57, p = .002, d = 0.89), while those who participated in an in-person course reported a significant increase ( t (10) = 7.116, p = .001, d = 2.15). Although no statistical significance was found between groups ( t (28) = 0.976, p = .33, d = 0.36), a comparative analysis of interview data provided nuanced differences. Applications for preservice music educator needs and instruction are discussed.

Exploring the Perspectives of Students with Disabilities on the Reasonable Accommodations Provided in Higher Education Institutions

The purpose of this study was to explore the available treatment for students with disabilities (SWD) in post-secondary education. the main research question focuses on exploring the perspectives of SWD about the reasonable accommodation focuses they received at King Saud University (KSU), and Princess Nourah University (PNU). A qualitative research methodology was used, information was subsequently collected from 12 SWD via a semi-structured interview format and using Thematic analysis to write the result report. some significant results arose, such as that the majority of SWDs stated that CDSS helps assist with their schooling. Many, however, said that the faculty did not understand their demands and that they needed instruction in this area. They also expressed dissatisfaction with admissions procedures that bar them from enrolling in certain departments. Received: 16 May 2024 / Accepted: 16 September 2024 / Published: 05 November 2024

Role of Occupational Therapy Assessment and Office Ergonomics to Support Students with Accommodations in Higher Learning: A Narrative Review

Postsecondary students with disabilities (SWDs) face significant challenges to their academic and personal well-being. There is a demand for more supportive strategies to facilitate fulfilling and equitable academic experiences for SWDs. This review aimed to (1) determine the effectiveness of various interventions, programs, and accommodations for enhancing the overall well-being of postsecondary SWDs and (2) evaluate the implications of these support strategies for disability service providers at postsecondary institutions. A narrative review was conducted, examining 13 studies aimed at enhancing the well-being of postsecondary SWDs. Studies were classified using the International Classification of Functioning, Disability and Health (ICF) Model. Ergonomics, assistive technology, and counselling programs had positive improvements on the academic success of SWDs. In SWDs, health status was associated with higher community participation, and physical interventions were beneficial to reducing pain over time. Coaching and mentoring opportunities were beneficial for successful goal fulfilment. However, there remains a risk of digital eye strain when using technology to support postsecondary SWDs. The findings indicate that a range of support strategies can benefit several different components of SWDs experiences. This review identifies research gaps and opportunities to examine support strategies to improve the physical and mental well-being of SWDs.

A randomized controlled trial for self-advocacy intervention in college students with disabilities.

People with disabilities often achieve lower educational attainments and face worse employment outcomes compared to the general population, a disparity partially due to the insufficient development of self-advocacy skills in academic and professional environments where targeted interventions are limited. This study designed and evaluated a 6-week self-advocacy program (SAP) enhanced with solution-focused brief therapy techniques for college students with disabilities (SWDs). A program evaluation on process and outcomes was conducted using a pilot randomized controlled trial with college SWD (n = 28). Process evaluations included feasibility, fidelity, and acceptability, whereas the preliminary impact was determined by comparing the outcome assessments of SAP and the control groups. Process findings indicated that the SAP was conducted as planned, with facilitators effectively employing solution-focused techniques. The program gained traction among SWD and proved feasible for implementation in college settings. SWD reported satisfaction with their participation and shared SAP's strengths as well as areas for improvement. Results indicated that SAP significantly increased SWDs' confidence in disclosing their disabilities and requesting accommodations in the workplace compared to their peers in the waitlist control group. However, no group differences were observed in self-advocacy and self-determination. The findings suggest that SAP offers benefits in various aspects of self-advocacy for college SWD, informing future implementations of SAP or similar initiatives targeting this group. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Oral Health Behaviour, Care Utilisation, and Barriers among Students with Disabilities: A Parental Perspective

Background: Oral health is a critical component of overall well-being. However, students with disabilities (SWDs) face unique challenges in maintaining oral hygiene and accessing dental care. This study aims to explore oral health behaviours, dental care utilisation, and barriers to accessing dental care among SWDs in Al-Ahsa, Saudi Arabia, from the perspectives of their parents. Methods: A descriptive cross-sectional study was conducted among parents of SWDs in Al-Ahsa, Saudi Arabia. Data were collected using a validated questionnaire covering oral health behaviours, dental care utilisation, and barriers to care. The sample size was determined based on the SWDs population in the region. Data were analysed using descriptive and analytical statistics, with significant associations identified at p < 0.05. Results: Findings revealed that 45.7% of SWDs brushed irregularly, with only 16.8% brushing twice a day or more. Dental flossing was reported by just 4.3% of SWDs. Emergency-based dental visits were common (51.9%), and 29.5% of SWDs had never visited a dentist. Significant associations were found between maternal education and tooth brushing frequency (p = 0.004) and between parental education and the frequency of dental visits (p = 0.035). The most reported barriers included fear of treatment (47.1%), difficulty finding willing dentists (45.5%), and long wait times for appointments (44.7%). Conclusions: The study emphasises the pressing need for targeted interventions to improve oral hygiene practices and enhance accessibility to dental services for SWDs.

Mainstream Education Teachers' Self-beliefs in Implementing Inclusive Practices

The study aimed to explore teachers' self-belief in teaching students with disabilities (SWDs), a topic understudied in inclusive education practices in Pakistan. It used a quantitative approach, analysing teachers' survey replies, and used a descriptive research design to identify their level of self-beliefs. The study found that students with disabilities can succeed when instruction is adjusted to meet their specific needs. Teachers are confident that all students can learn, while the majority of the teachers strongly agree that every child is capable of learning. The study recommends that prioritizing the effectiveness of alternative mainstream school teachers is crucial due to disparities in engagement with SWDs, who require more support to achieve their goals.

How ‘Open’ is Distance Higher Education for Students with Disabilities? A Literature Review

This study attempts to answer the question of how "Open" Distance Higher Education is for Students with Disabilities (SwD) through a literature review. To this end, published books, journals, reports, and articles were examined using authoritative research sources such as Google Scholar, ResearchGate, and ERIC. In addition, laws related to Persons with Disabilities and education were also utilized. This paper is divided into four sections, where accessibility in Open and Distance Higher Education is analyzed in relation to SwD more broadly, concluding in the last section by discussing Open and Distance Higher Education and SwD in Greece. The existing literature and related research are very limited. The findings show that Distance Education offers significant opportunities for inclusive education, mainly due to the flexibility it provides. For students with mobility disabilities, Distance Higher Education offers the possibility of education without geographical limitations, especially when physical presence is impossible due to a lack of appropriate accessible building infrastructure. Furthermore, while multiform distance learning material can enhance accessibility, they can also pose barriers for SwD, as all tools and resources need to be accessible to everyone. Subtitles are an important accessibility tool, especially for deaf or hard of hearing learners. Additionally, examinations should be equally accessible to all learners, regardless of their disability. The distance learning material should be based on the principles of Universal Design for Learning. Also, assistive technologies and voice reading software play an important role, especially for visually impaired learners. Assistive technology and AI tools can help students depending on the type of disability. Under the current circumstances, the accessibility of SwD to Distance Higher Education, including in Greece, faces significant challenges. In conclusion, Distance Higher Education has the potential to support inclusive education, but it is necessary to implement appropriate accessibility standards and strategies.

Navigating Higher Education Challenges: A Review of Strategies among Students with Disabilities in Indonesia

Access to higher education has been widely open for students with disabilities (SwD) as also enforced by the Government of Indonesia (GoI). However, challenges evidently face SwD in their survival of university life including limited accessible services and facilities, as well as negative stereotypes surrounding SwD. This study aimed to explore the diverse strategies adopted by SwD in navigating these challenges, examining the nuances and implications of the deployed strategies. This review explored the experiences of SwD in higher education institutions in Indonesia and adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review) guidelines. Data were gathered from seven databases, including Scopus, Web of Science, ERIC, ProQuest, Google Scholar, and Portal Garuda. In total, 17 of 1777 articles were selected based on two inclusion criteria viz. peer-reviewed articles derived from empirical studies and utilizing life experiences of SwD in Indonesian HE as the primary data source. The study identified the five key strategies employed by SwD: Adaptation, Technology Assistive Optimization, Requesting Support, Building Relationships, and Passive Action. Detailed elaboration of the findings is presented to shed light on the prominent insight to improve the quality of education services for SwD in Indonesia.

Service Delivery Models and Outcomes for Students With Disabilities

In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.

Argumentative Writing for Students With Disabilities in Inclusive Science Classes: A Pilot Study

As larger numbers of students with disabilities (SWDs) are being included in general education or inclusive science classes, many of them experience difficulties with scientific reasoning and argumentation. In inclusive science classes, there are greater demands to learn more complex concepts and use scientific practices, such as argumentative writing with evidence. In addition, SWDs struggle with writing tasks, compounding their difficulties, particularly when asked to incorporate science content into their writing. To address these writing difficulties, an argumentative intervention was developed that was comprised of an argumentative strategy and graphic organizer that assessed students’ writing performance on an argumentative essay. The results of this pilot study found that experimental students improved their argumentative writing from pre to post writing tasks and experimental students in the argumentative intervention group outperformed control students. In addition, SWDs who used the intervention outperformed control group students that included both SWDs and students without disabilities. Limitations of the study are discussed, as well as implications for teachers

Special education teachers' involvement and perceived barriers to delivering oral health education for students with disabilities-A cross-sectional study.

Dental caries is prevalent among children, including those with disabilities. Although the World Health Organization recommends school-based oral health promotion (OHP) programmes involving teachers, limited research has explored teachers' roles and perspectives. To assess special education teachers' involvement and difficulties regarding oral health education (OHE), attitudes towards OHP and barriers to oral healthcare access for students with disabilities (SWDs). This descriptive cross-sectional study, conducted in Al-Ahsa, Saudi Arabia, involved 264 special education teachers using a validated, self-administered questionnaire, and descriptive and analytical statistics were used for data analysis. Only 39% of teachers incorporated OHE into their teaching, and just 20.8% received training for OHE delivery. Teachers showed strong support for integrating OHE into the curriculum (84.1%) and a no-sugar policy (78%). There was, however, less support for school-based toothbrushing (39%). OHE barriers included insufficient resources (56.1%), limited knowledge (29.2%) and misconceptions about primary teeth removal (47.4%). The three most common barriers to oral healthcare access were extended waiting lists (75.0%), long waiting times (73.1%) and fear of dental equipment (67.4%). This study highlights the need for collaboration between healthcare professionals, educators and parents to enhance OHE and reinforce OHP for SWDs within special education and beyond.

Working in the Margins: The Untapped Potential of Disability Inclusion.

People with disabilities are considered a historically marginalized population that experiences significant health disparities resulting from the unequal distribution of resources as evidenced in the social determinants of health. Health professions education presents an opportunity to explore the policy, systems, and environmental changes that are needed to improve social conditions and address known disparities for people with disabilities. Evidence suggests that inclusion of learners with diverse lived experiences, including students with disabilities, strengthens our understanding of the influence of social determinants on health and our ability to address known barriers. Unfortunately, people with disabilities and other minoritized individuals are grossly underrepresented in physical therapy. It is imperative that doctor of physical therapy (DPT) education more intentionally promotes the full inclusion of students with disabilities to improve representation and to better support the complex needs of this population. In this perspective, we describe key social determinants of health for people with disabilities, offer strategies for increasing representation and inclusion of students with disabilities in DPT education, and summarize how the inclusion of students with disabilities in DPT education can enhance our understanding of and ability to address social barriers for this population.

Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey

AbstractThis study examined teachers' concerns about including students with disabilities (SWDs) in regular classrooms and identified the background variables that were significantly associated with their concerns. A total of 1008 primary school teachers from 236 schools across all 25 provinces and cities in Cambodia participated in the study. The Concern about Inclusive Education Scale (CIES) was used as a research instrument. Descriptive statistics, a principal component analysis, reliability tests, Pearson correlation coefficients and a multiple regression analysis were used for data analysis. The result of the principal component analysis confirmed a four‐factor model for the CIES. The study found that Cambodian teachers had high levels of concern about including SWDs in regular classrooms. They expressed the deepest concerns about the inadequate availability of special education instructional materials and teaching aids, the lack of knowledge and skills required to teach SWDs, the increased workloads and the challenges of providing equal attention to all students. The experience of inclusive education training, years of teaching in regular classrooms, and experience of teaching SWDs were significantly associated with their concerns about inclusion. The findings were discussed with practical implications for improved policy and practice to address Cambodian teachers' concerns and promote their inclusive practices.

Extended time test accommodations: Does use correspond to score comparability for students with disabilities deemed in need?

AbstractExtended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent recommendation is warranted. Existing score comparability studies have not carefully attended to whether students for whom the extended time accommodation has been recommended truly need, use, and benefit from extended time. In the current study, math test process data from the National Assessment of Educational Progress were used to explore and compare score comparability, as determined via analysis of differential item functioning, for SWD specifically deemed by school teams to need extended time. Score comparability was evident regardless of whether or not the students actually used extended time, begging the question of whether, for many SWD, extended time is truly necessary for score comparability to be achieved. Implications for practice, including methods for more specifically identifying who indeed needs extended time, as well as options for alternative accommodations and interventions that may better target the needs of students who don't truly need and/or use it are offered.

Development of special education in Jordan as a model: Reality and challenges

AbstractSpecial education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and various stakeholders to enhance the inclusivity and accessibility of education for students with disabilities (SWDs). This scoping review aims to explore the reality of special education development in Jordan, and identify the challenges faced in implementing an effective model. By conducting a comprehensive literature search, analysing relevant government and non‐government reports and studies, this research aims to shed light on historical context, policies, progress made, practices and highlight existing challenges and gaps, and propose potential solutions to enhance special education practices in the field of special education in Jordan. This study emphasizes the importance of continuous improvement and implementation of effective strategies to enhance education services for SWDs in the country. By exploring relevant literature, this research also intends to create a roadmap for policymakers and stakeholders to enhance special education services in Jordan and promote a more supportive environment for learners with diverse needs.

Implementation of inclusive education in Tanzania secondary schools: placements and supports for students with disabilities

ABSTRACT This paper examined placements and supports for students with disabilities (SWDs) in inclusive secondary schools in Tanzania. Two research objectives were addressed in this study: (i) to analyse placements of SWDs in inclusive secondary schools and (ii) to find out support and supporting procedures for SWDs in inclusive secondary schools. Data were collected from 42 participants through interviews and focused group discussions and were analysed thematically. Findings indicated that there was one approach of least restrictive placement that was divided into two: least restrictive regular classrooms and least restrictive classrooms with resource rooms. While students with physical impairment were comfortable and happier in least restrictive regular classrooms, students with hearing impairments preferred least restrictive with resource room placement. Findings indicated different supports such as emotional, spiritual, social, materials/tangible things as well as academics. Revision of screening criteria for SWDs to ensure efficient and appropriate placement is recommended.

Can I Afford to Be on Campus? Do College Students with Disabilities Understand COVID-19 Vaccination Costs?

ABSTRACT Higher education institutions have mandated COVID-19 vaccinations for students wishing to return to an on-campus, in-person learning experience. However, college students with disabilities (SWDs) may be hesitant to take a COVID-19 vaccine for a variety of reasons, possibly delaying or denying these students’ access to higher education. Yet, an under-researched aspect of COVID-19 vaccinations and related communication is whether college students with disabilities understand that the COVID-19 vaccine is free and whether that understanding varies by intersectional identities. As a result, this study’s research team surveyed 245 college students with disabilities to explore these students’ knowledge of vaccine costs and whether differences exist between groups. Data suggests many college students with disabilities do not know that COVID-19 vaccinations are free: White/Caucasian SWDs were most aware of COVID-19 vaccines being free (23.6%), while Latinx students were least aware (1.3%). Moreover, women were more aware of free COVID-19 vaccines (14.8%) than men (11.4%), first generation college students were more aware (15.6%) than non-first generation college students (12.2%), and full-time students (19%) were more aware than part-time students (8.9%). Overall, less than 25% of SWDs understood that COVID-19 vaccines are free. Implications for health communication, vaccine awareness, and education policy are addressed.

STEM Support for Students with Disabilities

One of the biggest challenges facing students with disabilities (SWDs) is not aptitude. History has shown that this constituency can thrive in a number of fields, especially if provided the necessary support to navigate such. Rather, the success of SWDs often depends on the level of backing they receive as they pursue success in an array of careers. Specifically, their success in STEM fields is not as farfetched as one might imagine. Although they may have to overcome low expectations of others during their matriculation through their educational journey, they often find their STEM identity and belonging via their families and extended student learning communities. Many times, the employment of the arts in STEM instruction serves as a mental-scaffolding agent for the SWD population, creating the bridge necessary to help them engage successfully within STEM spheres. Implications for teachers and school leaders are various. From incorporating instructional practices drawing from a theory of universal design for learning to harnessing support from colleagues within social media circles, strategies that support SWDs as they pursue STEM careers carry monumental weight and help to level the playing field in their quest to excel therein.

School choice strategies at the intersections of disability, race, class, and geography

While parents of students with disabilities (SWD) select schools according to various factors, schools also choose students through different sorting mechanisms. Thus, parents of SWD may need to employ different strategies to enroll their child in their preferred school. We employed an intersectional approach for studying school choice, integrating ethnographic interviews and descriptive GIS to answer the following questions: (a) What strategies do parents of SWD utilize to secure placement in the school of their choice? and (b) How is the engagement with such strategies shaped by their social and geographical locations? We found that parents engaged in five strategies: Accepting an IEP Team’s school recommendations, securing placement through a sibling, testing into selective enrollments, changing IEP provisions, and engaging in due process. Moreover, these strategies were afforded and constrained by their intersecting social positions (i.e., race, class, and disability), their geographical locations, and the developmental school stage of their child (i.e., transitioning to kindergarten or high school).

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.