Students With Disabilities Research Articles

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.

Studying online with special needs: A student perspective

AbstractAs diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self‐regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty–student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.

Accessibility and Inclusion of Students with Disabilities in University of Dhaka: Transforming the University in Line with Sustainable Development Goals

This study aimed to explore what constitutes an accessible and supportive environment for promoting inclusive education for all students with a particular focus on students with disabilities (SWDs) aligning with the plea of SDGs in the University of Dhaka. Thus, the general objective was to come up with a holistic understanding of inclusive education practices by comprehensive analysis of features related to accessibility, reasonable accommodation and Universal Design for Learning (UDL) for SWDs, also of exploring the scopes, limitations and challenges prevalent in the process. The objectives of the study required both confirmatory and exploratory approaches, thus demanding to adopt a mixed-method research approach that allowed researchers to choose a flexible ‘within- stage-mixed model design’ with emphasis on qualitative approaches of data collection and analysis. Semi-structured interview schedule as data collection instrument yielded qualitative data that was analyzed using descriptive and thematic analysis framework (Braun & Clarke, 2006). The findings shed light on the existing scopes, limitations and challenges in the learning environment of the university in addressing the learning needs of SWDs. The findings also produced valuable information for transforming University of Dhaka towards a recognized disable-friendly university with an impact ranking, as well as with a QS Star University Rating on Inclusiveness. Teacher’s World: Journal of Education and Research, 49 (1), 205-225

The Academic Effects of Moving to Middle School on Students With Disabilities Relative to Their General Education Peers

Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.

Staff perception on including students with physical disabilities at a South African university.

International and local policy frameworks on disability promote inclusive higher education practices for students with disabilities (SWD). However, the actual application of these frameworks concerning students with physical disabilities (SWPD) in any School of Health Care Sciences (SHCS) is uncertain in South African universities. This study aimed to explore the perceptions of academic and admission staff on the inclusion of SWPD in SHCS at a South African university. The study was carried out at a University of Health Sciences in South Africa. A qualitative study in which respondents (n = 12) were interviewed in depth about their perceptions on the inclusion of SWPD in the SHCS. Thematic analysis was used in the data assessment. The results revealed three main themes: policy discourse, environmental effects on inclusion and SWPD enrolment. Respondents reported the lack of a disability inclusion policy and disability unit to support SWD in general. The respondents also noted that there were environmental challenges that could potentially affect the inclusion of SWPD in SHCS study programmes. Respondents also indicated that there was no SWPD enrolment as the university's current inclusion and/or quota system does not include SWD. The findings of the study showed a lack of disability inclusion policy, environmental challenges and lack of SWPD enrolment. Based on the study findings, it can be concluded that inclusion of SWPD at this university may be negatively influenced. The study findings contribute to the field of disability and the inclusion of SWPD in higher education institutions (HEIs).

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

Career Development of College Students With Disabilities: A Scoping Review

Despite the significant increase in college students with disabilities (SWD) enrolled in higher education over the past few decades, they face unique challenges in pursuing their career goals and have a much lower employment rate than those without disabilities. To date, no review study has been systematically conducted to examine SWD’ career needs and factors that influence their career outcomes. Therefore, the purpose of this scoping review is to explore salient career development issues among SWD through the lens of Social Cognitive Career Theory (SCCT). Following Joanna Briggs Institute’s scoping review methodology, we included 48 studies in this review. Applying SCCT as the theoretical framework, we generated five themes from the scoping review: (a) targeted career outcomes, (b) self-efficacy beliefs and outcome expectations, (c) person inputs, (d) learning experiences, and (e) contextual influences. Implications for practice and research are discussed.

The Investigation of the Test Accommodations for Students with Disabilities

In the contemporary educational landscape, inclusivity for Students with Disabilities (SWD) is predominant, especially in the context of standardized testing. This paper reviews the prevalent challenges and pitfalls in existing test accommodations - extended time, human-assisted test-taking, and alternative test formats highlighting their failure to create an inclusive test-taking environment for SWD consistently. Although these approaches strive to create a level playing field for all students, they expose certain limitations, such as increased test-related stress, the possibility of inherent biases, and logistical challenges. This analysis thoroughly explores the intricacies of each accommodation, scrutinizing the delicate equilibrium between intent and implementation, as well as the intricate web of factors that may undermine their overall efficacy. It also critically evaluates the issues of bias, accessibility, and the rigidity of traditional methods, underlining the urgency for innovative solutions. The paper briefly acknowledges the potential of an innovative adaptive test-taking platform, which offers a more personalized and less stigmatizing alternative. Yet, the primary focus remains on the imperative to reform current practices to be truly responsive to the diverse and unique needs of SWD. In discussing the way forward, the review contends with the logistical, ethical, and procedural considerations imperative for integrating new technologies with traditional accommodation methods. This review highlights the significance of advancing educational technology to bridge existing gaps in test accommodations, aiming to ensure equitable opportunities for all students, irrespective of their physical or cognitive constraints.

Academic staff members’ engagement in accessible higher education for students with disabilities

ABSTRACT Academic staff members (academics) are central social agents in providing accessible higher education (AHE) to students with disabilities (SWD). The literature demonstrates gaps between academics’ positive attitudes and self-efficacy to apply AHE. This study explores factors explaining their willingness and self-efficacy to provide AHE through the lens of organizational theories on work engagement. The 210 academics recruited from 10 universities and colleges completed four questionnaires: personal and organizational characteristics, engagement in AHE, Multidimensional Attitudes Scale toward Persons with Disabilities, and workload related to AHE. Hierarchical linear regressions revealed that gender, contact with SWD, familiarity with support centers, training, and cognitive attitudes toward people with disabilities explained 31% of the participants’ self-efficacy. Gender, workload, and cognitive attitudes toward people with disabilities explained 28% of their willingness to provide AHE. The gender difference regarding female academics’ higher commitment to AHE than male academics is one of the study’s important findings. This research revealed the institutions’ responsibility to develop resources for academics to implement AHE, encourage training that addresses gender differences, strengthen support centers, and acknowledge the benefits of and commitment to diversity, inclusion, and social justice.

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how they embed literacy practices into their instruction, as well as the support they received to support SWDs in their classroom. Teachers reported a lack of professional development and support in this area, as well as difficulties explicitly naming literacy practices. Practical implications are offered for effective instruction and professional development.

Teaching and Learning Challenges and Opportunities for Students with Disabilities in Higher Institutions of Learning in Kenya During the COVID-19 Pandemic

COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and students. Among those most adversely affected were students with disabilities (SWDs). Delivering instruction through online platforms proved to be not only different but also particularly challenging for SWDs, and their instructors. However, despite these difficulties, the pandemic has also highlighted opportunities for improving educational practices to better accommodate SWDs. This paper therefore examines the challenges and opportunities that the COVID-19 pandemic has created for SWDs, drawing on a systematic synthesis of literature. During this pandemic, instructors in higher education institutions are unable to adequately meet the educational needs of SWDs through on-line platforms. The findings reveal that instructors in higher education were often unable to meet the educational needs of SWDs adequately through online platform also struggled with the lack of a structured learning environment and reduced peer interactions, which are critical to their educational experience. Specific challenges included the absence of sign language interpretation for the deaf and hard of hearing, and a lack of screen readers for students with visual impairment. The findings underscore the importance incorporating the principles of Universal Design for Learning (UDL) into educational technologies, as UDL accommodates a diverse range of learners, including SWDs

Loneliness, online learning and student outcomes in college students living with disabilities: results from the National College Health Assessment Spring 2022.

People with disabilities face many health, economic and social disparities. Loneliness is recognized as a significant issue for this group however, its impact on students with disabilities (SWDs) remains a critically underexplored area of research. Importantly, as higher education continues its transition to the digital space, the potential to entrench social isolation and loneliness within this population has not been examined. This research seeks to explore the associations between SWDs, loneliness, online learning, and academic outcomes in a national survey of university students. Using the National College Health Assessment from Spring 2022, this study compared multiple outcomes between different groups of SWDs and students without disabilities. Two ordinal regression models were used to estimate associations between loneliness, disability type and learning mode (online vs. in-person), as well as cumulative grade average (CGA) with disability type. All disability types included within this study were positively associated with increased odds of loneliness for those engaged in online learning compared to students without disabilities. Interactions indicate a significant effect of in-person learning compared with online learning for deaf or hard of hearing students, and those with multiple disabilities. Several disability groups reported decreased odds of higher CGA compared to students without disabilities. Loneliness is a significant issue for all SWD groups reported in this study. The impact of disability on academic outcomes is reported herein; however, its impact on medium-to-long term outcomes for these individuals remains unknown. To address inequities in higher education for SWDs, universities must invest more resources to holistically support these students.

Vocational Life Skills Students With Disabilities Through Experiential Learning

Finding out how important experiential learning is for students with disabilities (SwD)'s vocational skills is the primary goal of this study. The purpose of this study is to examine how experiential learning influences students with disabilities' career and occupational capabilities. The professional abilities of a SwD are significantly impacted by this study. The research method is pre experiments and conducted in Surabaya Inclusive Vocational School with subject tens of SwD. The data collection used tes and anlyzed used Wilcoxon test. The result showing Zcount 2.80 > Ztable 1.9 means EL increases VLS SwD results. With the help of the VLS program, effective ELs can easily help teachers, parents, students, and the community. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education. This research result also implication to driving VLF through EL to determine need for futher program to ensure SwD gain success. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education.

Co-teaching and academic outcomes for SWD. Effective implementation strategies

Co-teaching is an instructional delivery model meant to respond to the popular demand for full inclusion of students with disabilities (SWD) in general education classrooms. Two teachers (special educator and content area teacher) work together to deliver instruction in various ways to ensure all students' success. This systematic review looks at research on co-teaching from 2018 to 2023 and includes both descriptive (two) and experimental studies (five). The review aims to investigate the academic outcomes of students with disabilities in K-12 co-taught classrooms. Results show that while co-teaching is a well-intended model, it does not significantly impact the academic performance of SWD. Results provide an opportunity for reflection and further examination of factors that can improve the efficacy of co-teaching, revealing what co-teachers do and how they do it to impact the academic achievement of SWD.

Increasing Self-Determination for Students with Disabilities Using the Ask.Explore.Connect Discussion Tool

Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve self-determination, a one-year randomized controlled trial design was utilized with high school students with high incidence disabilities (n = 198). These students matched on key variables before being randomly assigned to their respective groups. Both treatment and control groups received regular tiered transition services, activities, and support while the control group also received the Ask.Explore.Connect self-determination instruction and intervention. Results demonstrate that discussions are an effective practice to increase student self-determination. Treatment students had greater increases in self-determination than the control group across all disability categories and service levels. Benefits of the tool and intervention allowed for increased self-advocacy, self-determination, choice-making and social skills, field testing of evidence-based best practices, and use of authentic settings.

Universal design of instruction to enhance learning for university students with visual disabilities.

There has been a steady increase in the number of students with disabilities (SWD) in Higher Education Institutions (HEIs) in South Africa, with a significant number of students having visual disabilities. Equal access remains a key challenge in the classroom setting, thus emphasising a significant gap. This paper capitalised on the significance of this gap and examined the potential of Universal Design of Instruction (UDI) to promote equal access for students with visual disabilities (SWVDs) in the classroom within a university setting in order to maximise learning outcomes. The study was conducted at the University of KwaZulu-Natal (UKZN), which had approximately 204 SWVDs. This paper draws primarily on the quantitative component of the study. Data collection entailed distributing a questionnaire to all SWVDs. Analysis was conducted using SPSS 21, which produced descriptive and inferential statistics. The theoretical framework of Sen's Capability Approach in line with the Social Model of Disability was applied. Findings indicated a lack of UDI in the classroom with very little compliance to all principles, resulting in increased challenges in teaching and learning for SWVDs. The incorporation of UDI in the classroom does have a positive correlation with learning outcomes. The incorporation of UDI principles can offer a potential design for easier access to teaching and learning to enhance and maximise learning outcomes; alleviate access challenges in the classroom; and address the negative experiences thereof for SWVDs. The study adds value to the scarce body of knowledge on UDI in the classroom for university SWVDs from a learning enhancement perspective.

Illusions of Equity: Fulfilled and Unfulfilled Needs of Students with Disabilities in Higher Education

ABSTRACT This study documents both the accommodations and fulfilled/unfulfilled needs of students with disabilities (SWD) in one US university and two universities in Morocco, . The empirical facts from the two case studies are not in dispute; rather, how these two settings approach the concept of equity were very different, indicating that equity itself is a contested concept. However, our purpose was to explore whether fulfilling the needs for SWDs – as ‘legitimate’ equitable practices in diverse settings – might provide leadership and systemic change insights in higher education. The data was collected qualitatively using semi-structured interviews with SWD and – the US – university staff assigned to the area of student accommodations. Equity in Morocco assumed a personal humanistic approach embedded within the liberal arts and, therefore, took a laissez-faire approach institutionally. Equity in the US was manifested institutionally through individual accommodations across academics in terms of tutoring and assistive technologies, and through social and emotional learning supports. The implications for leadership suggest how institutions could improve upon fulfilled needs and how unfulfilled needs remain problematic. Thus, the meanings of equity in practice indicate how the illusions of equity continue to dominate leadership discourses.

Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD.

Systematic Review on The Integration of Universal Design in Architectural Outdoor Environments of Higher Educational Institutions

Universities are a critical place for preparing humans for their future endeavours because they provide the necessary knowledge and skills for personal and professional growth. However, inadequate accessibility for students with disabilities (SWDs) has hindered them from fully participating in any university programmes that cause of lack connectivity in High Educational Institution (HEI) campuses area. With the growing numbers of SWDs, HEI should be freely access without any discrimination regarding to the physical environment. Therefore, this article will review the current literature on integration of Universal Design (UD) in HEI for the past 15 years. It is thought that the information and knowledge presented in this review can aid higher education institutions in creating a more inclusive environment to support students with disabilities (SWDs) during their campus life. A list of keywords (UD theory and principles, Students with Disabilities, Accessibility in HEI, and Outdoor environments) related to the scope of this research was identified. In the second step, the keyword for studies on Scopus and WoS were searched, and total of 20 papers were reviewed. A themed review was carried out, where 33 sub-themes were identified based on the keywords. The result suggests a new accessibility model for the integration of UD in architectural environments. This study will benefit future researchers that focus on outdoor environment with the integration of UD theory.

The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities

BackgroundMany schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes. AimsThis study aimed to examine the relative impact of the pandemic on reading performance in United States (U.S.) for students with and without disabilities. Methodsand procedure: In this interpretive analysis, we compared the progress of a large sample of students (n = 219,500) by using the National Assessment of Educational Progress (NAEP) data, in two grade levels (Grades 4 and 8), with and without disabilities, at two time points (2019 and 2022). Outcomes and resultsStatistically significant decreases were identified on the reading outcomes of students in U.S. Students without disabilities experienced a significant decrease in their reading outcomes pre- and post-pandemic, compared to students with disabilities (SWDs). Conclusions and implicationsWe discuss the effects of the COVID-19 pandemic on students’ reading performance and the implications for effective reading instructions in the future.