Limited Understanding of Section 504 and Its Applications to Higher Education

1994 ◽  
Vol 25 (2) ◽  
pp. 29-31 ◽  
Author(s):  
Melissa Rhoads ◽  
John R. Slate ◽  
Helen S. Steger
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Section 504 ◽  
Access To Higher Education ◽  
The Right

Investigation offaculty and administrators' (n = 194) knowledge of Section 504 indicated limited familiarity and misunderstandings that could deny students with disabilities the right to access to higher education.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

scholarly journals Educación superior sin barreras: La accesibilidad de las universidades

2008 ◽  
Vol 6 ◽  
Author(s):  
Carmen Alba Pastor
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Equal Access ◽  
Online Information ◽  
Access To Higher Education ◽  
Access To Education ◽  
Low Degree ◽  
Information And Communication

Higher Education institutions have developed online information services and degrees as an echo of the Information and Communication Technologies (ICT) incidence in all society fields. Equal access to education is a fundamental right; but equal access to higher education for people with disabilities is far from being achieved yet. To this inequality has to be added the difficulty of some groups to participate in the information society, the so called infoexclusion. The short number of students with disabilities in higher education makes evident the presence of barriers for this people to get into this educational level. One of them is the low degree of accessibility to digital services and studies offered by the Universities, something that can be considered a new kind of segregation.

Equity and Equality in Access to Higher Education: The Experiences of Students with Disabilities in Tanzania

2011 ◽  
Vol 6 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Rosemarie Nyigulila Mwaipopo ◽  
Amandina Lihamba ◽  
Delphine Cosmas Njewele
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
National Policy ◽  
Access To Higher Education ◽  
Policy Documents ◽  
Demographic Groups ◽  
Qualitative And Quantitative ◽  
Socially Disadvantaged ◽  
Development Policies

Social development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government's commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice.

scholarly journals Direito à educação e política pública do ProUni

2016 ◽  
Vol 27 (2) ◽  
Author(s):  
Maria Gorete Ferreira ◽  
Elias Kallás Filho
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Low Income ◽  
Access To Higher Education ◽  
Right To Education ◽  
Politica Publica ◽  
Dsc Method ◽  
The Right ◽  
Keywords Education ◽  
Right Of Access

O estudo discutiu a implementação de políticas públicas que asseguram o direito ao acesso no ensino superior, como meio de inserção na sociedade, buscando responder à seguinte questão: até que ponto o ProUni, como política pública contribui para o acesso ao ensino superior e a formação para a atuação profissional? Mediante o objetivo de conhecer os significados de ser estudante universitário beneficiado pelo ProUni, como política pública que pretende articular o efetivo exercício da igualdade. O trabalho desenvolveu-se em quatro capítulos. No primeiro, faz-se uma apresentação geral do direito à educação, fundamentado na CR e na LDB. No segundo, busca-se uma contextualização sobre o Programa, como política pública de ação afirmativa voltada à ampliação do acesso ao ensino superior. No terceiro, são demonstrados os resultados do estudo; no quarto capítulo, tratou-se da discussão. O estudo foi de abordagem qualitativa, do tipo descritivo, de campo e transversal. Empregou-se o método do DSC. A amostra compôs por 30 alunos de ambos os gêneros, bolsistas ProUni, com idade entre 23 e 40 anos. A conclusão aponta para o fato de que o ProUni, contribuiu de maneira significativa para os bolsistas, que pertencem a população de baixa renda, possibilitando o efetivo exercício da igualdade. Palavras-chave: Educação. Políticas Públicas. ProUni. Ensino Superior. Abstract RIGHT TO EDUCATION AND PUBLIC POLICY PROUNI The study discussed the implementation of public policies that ensure the right of access to higher education as a means of integration into society, seeking to answer the following question: to what extent ProUni, as public policy contributes to access to higher education and training for professional practice? By the aim of knowing the meanings of being college student benefited by ProUni, as a public policy that articulates the effective exercise of equality. The work developed in four chapters. In the first, an overview is made of the right to education, based on the CR and LDB. In the second, we seek a contextualization of the program, as a public policy of affirmative action aimed at broadening access to higher education. In the third, they are shown the results of the study; in the fourth chapter, this was the discussion. The study was a qualitative approach, descriptive, field and cross. We used the DSC method. The sample was composed by 30 students of both genders, ProUni fellows, aged between 23 and 40 years. The finding points to the fact that ProUni, contributed significantly to the stock, which belong to the low income population, enabling the effective exercise of equality. Keywords: Education. Public policy.ProUni.Higher education.

scholarly journals Prisoner’s Higher Education in Lithuania and Foreign Countries: Possibilities and Motives

Pedagogika ◽  
2013 ◽  
Vol 110 (2) ◽  
pp. 49-56
Author(s):  
Giedrė Kvieskienė ◽  
Renata Katinaitė - Lodh
Keyword(s):  
Higher Education ◽  
Social Services ◽  
Access To Higher Education ◽  
Access To Education ◽  
Human Beings ◽  
Correctional Institutions ◽  
Sources Of Information ◽  
Foreign Countries ◽  
The Right ◽  
High Level

This article presents the educational aspects of prisoner access to higher education while in detention. The theoretical overview discusses the Lithuanian and foreign scientific resources, analyzing the importance of education for all human beings, no matter whether they are incarcerated or not. The empirical part, consists of surveys and questionnaires collected from Ministries of Justice, and other institutions that collect data on prisoners pursuing higher education in seven foreign countries. The empirical evidence highlights the possibilities of and motives for achieving a higher education degree by those performing custodial sentences in prison. The third paragraph of article 24 in Lithuanian law of education No. 38-1804 [11] addresses the right to education for every citizen and legal alien having a permanent or temporary residence in the Republic of Lithuania. The state guarantees the right to primary and secondary education. It also provides for accessibility to higher education, vocational training, and graduate degree programs. The law of education in Article 33, also addresses access to education for socially underprivileged people such as families living in poverty, refugees, people who have dropped out from school at an early age, unemployed, people with addiction problems, as well as those returning from correctional institutions. Thus, despite the social situation in Lithuania, the education system is designed so that it is available to everyone. In order to promote their effective adjustment into the community, disadvantaged individuals need access to education through social services and education assistance programs. This article aims to investigate the opportunities for access to higher education available to prisoners in detention and to understand the motivation. Objective – the availability of higher education in the Lithuanian prison system and the motivation. The article utilizes the following methods: Theoretical: the article reviews the scientific literature and legal analysis of documents of both Lithuanian and foreign authors, sources of information and insight into the normative documents of the formed provisions. Empirical: Surveys conducted with justice ministries or institutions that collect information about higher education for convicts, in seven foreign countries were conducted. Semi-structured interviews with prisoners who have acquired and the benefitted from higher education were also conducted with a written survey. The results of the questionnaire demonstrated that prisoners have a high level of desire to improve themselves through the selection of higher education, while free time is mentioned as a necessary component. Of the surveyed countries, representatives of institutions indicated that prisoners have the opportunity to study in higher education, but this opportunity depends upon certain circumstances. Lithuanian law provides higher education opportunities for socially excluded, at-risk groups. Imprisoned persons have a high level of motivation to be successful in the higher education and for learning. Thus, higher education institutions should have close cooperation with the correctional institutions.

Higher Education for Students with Disabilities in India: Insights from a Focus Group Study

2019 ◽  
Vol 6 (2) ◽  
pp. 171-187
Author(s):  
Suja Kurian Kunnath ◽  
Samuel N. Mathew
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Developing Country ◽  
People With Disabilities ◽  
Vital Role ◽  
Access To Higher Education ◽  
Focus Group Study ◽  
Classroom Accommodations ◽  
Disability Accommodation

Higher education plays a vital role in the employability of people with disability. It promises an independent existence for the person in the society. Understanding this, stakeholders are moving towards an inclusive environment in educational institutions. But the reality is quite alarming in that only a very small number of people with disabilities have access to higher education in developing countries like India. This study conducted through focus group discussions systematically explores the challenges, existing facilities and needed accommodations in a higher education set-up for the benefit of students with disability (SwD). The qualitative study was conducted in six major metropolitan cities across India among adults with disability who had higher education opportunities. Themes such as accessibility, functions in the classroom, accommodations for examinations, communication, social attitude and employment challenges were highlighted as major aspects that needed attention. The results reflect on poor planning, implementation of disability policies, lack of disability sensitization in the society and inadequate availability of resources in a developing country. Reports of support networks provided by friends in colleges, underscored the strength of humanity in the midst of inadequate disability accommodation facilities. Voices of people with disabilities resonates over the lack of available policies and services in a developing country like India.

scholarly journals Can I Afford To Be On Campus?: Do College Students with Disabilities Understand COVID-19 Vaccination Costs?

2021 ◽  
Author(s):  
Zach W. Taylor ◽  
Chelseaia Charran
Keyword(s):  
Higher Education ◽  
College Students ◽  
Students With Disabilities ◽  
Higher Education Policy ◽  
First Generation ◽  
First Generation College Students ◽  
Full Time ◽  
Access To Higher Education ◽  
First Generation College ◽  
College Students With Disabilities

Institutions of higher education 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 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, the research team surveyed 245 college students with disabilities to explore student 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 higher education policy are addressed.

Re-Thinking Inclusive Higher Education for Students With Disabilities

2021 ◽  
pp. 235-250
Author(s):  
Emnet Tadesse Woldegiorgis
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Education System ◽  
Public Universities ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Disadvantaged Groups ◽  
Epistemic Access ◽  
Physical Access ◽  
Depth Interviews

Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.

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