scholarly journals Szemléleti akadálymentesség a felsőoktatásban

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Beatrix Séllei
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Equal Opportunity ◽  
Emotional Competencies ◽  
Disabled Students ◽  
University Of Technology ◽  
The Social ◽  
Special Part ◽  
The Disabled ◽  
Short And Long Term

A hátrányos helyzetű csoportok, mint a fogyatékkal élő emberek, jelenleg alulreprezentáltak a felsőoktatásban, ami egy önrontó körként tovább csökkenti az elvben egyenlő esélyeiket a boldog és sikeres élethez. Háttér és célkitűzések: A felsőoktatásban az esélyegyenlőséget fizikai és környezeti oldalról is vizsgálhatjuk, melyből jelen kutatás a környezetre fókuszál, ezen belül is a társas környezetre. A hallgatótársak fogyatékossággal és egyes fogyatékos hallgatótársakkal kapcsolatos attitűdje nagy szerepet játszhat abban, hogy mind rövid-, mind hosszútávon a felsőoktatás elérhetőbb legyen a fogyatékos fiatalok számára is. A célunk, hogy megvizsgáljuk a különféle fogyatékossággal kapcsolatos attitűdöt, és ezzel kapcsolatban álló személyes jellemzőket, mint a demográfiai különbségek, a tapasztalat szerepe vagy az érzelmi kompetenciák. Módszer: Kérdőíves kutatással felmértük a Budapesti Műszaki- és Gazdaságtudományi Egyetem hallgatóinak fogyatékossággal kapcsolatos attitűdjét (n=400) az ATDP-skálával (YUKER és mts-ai, 1970), valamint Bogardus-féle rangsorolással és az ezt meghatározó lehetséges háttérváltozókat saját kérdésekkel, illetve az EQ-i (BAR-ON, 2004) alkalmazásával. Eredmények: A különböző fogyatékossági csoportok elfogadottsága egyértelműen eltérő, s ez a sorrend egy új trendre utal a fogyatékossággal kapcsolatos gondolkodásmódban, mely elveti a korábbi, láthatóság alapján történő attitűd kialakítást. Következtetések: A fogyatékos hallgatók felsőoktatási integrációjának növeléséhez fontos figyelembe venni, hogy az ép és a fogyatékkal élő hallgatók közösen konstruálhatnak egy inkluzív teret. Ahhoz, hogy ez akadálymentes legyen, szükség van az interakciók számának növelésére és az érzelmi képességek fejlesztésére is.***Attitude Towards Disability In Higher EducationThe disadvantaged groups, like people with disabilities are nowadays underrepresented in higher education. This can be a basis of a negative spiral, and can reduce the in theory equal opportunity of these people for a happy and successful life.Background and aims: We can examine the equality of higher education from physical and environmental approach. This study focuses on a special part of it, on the social context. The attitude of students towards disability and disabled students can have an influence on short- and long term on the accessibility of higher education for students with disabilities. Our aim is to examine the attitude towards different kinds of disabilities and the related personal attributes.Methods: We made some surveys with the students of the Budapest University of Technology and Economics (n=400) with a questionnaire. We focused on their attitude towards disability by the help of ATDP (YUKER et al., 1970) and Bogardus ranking, and some background variables moderating this view, with our own questions and by the help of EQ-i (BAR-ON, 2004).Results: The acceptance of different kinds of disability is significantly variant. This shows us a new trend in the attitude. The view of disability is no more based on its visibility. Discussion: When we talk about equality and inclusion in higher education we’ve to take it into consideration that the average and the disabled students can build an inclusive space and community together. To make this unobstructed there is a need for more interactions and development of emotional competencies. 

scholarly journals Developing Inclusive Technical Capital beyond the Disabled Students’ Allowance in England

2015 ◽  
Vol 3 (6) ◽  
pp. 29-41 ◽  
Author(s):  
Simon Hayhoe ◽  
Kris Roger ◽  
Sebastiaan Eldritch-Böersen ◽  
Linda Kelland
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Study Skills ◽  
Social Inclusion ◽  
Assistive Technologies ◽  
Mobile Technologies ◽  
London School ◽  
Disabled Students ◽  
Early Results ◽  
The Disabled

The Disabled Students Allowance (DSA) is a government grant for students aged 18 years and over in English Higher Education. Amongst other things, this grant supports the provision of traditional assistive technologies. In April 2014, the UK’s Minister for Universities, Science and Cities proposed cuts to the DSA. Although a later announcement delayed these cuts until the academic year 2016−2017, a number of universities are already preparing alternative means to support disabled students. In this article, it is argued that cuts to the DSA will potentially reduce the cultural and technical capitals of students with disabilities and lessen social inclusion in Higher Education. In particular, less support will potentially lead to a reduction in the development of study skills. As a counter weight, this article proposes a new model of inclusive technical capital. This model originates in Bourdieu’s theory of cultural capital and habitus. The proposed model supports the use of native apps and settings in ubiquitous mainstream mobile technologies. It also espouses the use of m-learning for the passive inclusion of students with disabilities. This article also presents the early results of a project on the use of mobile technologies at the London School of Economics and Canterbury Christ Church University. This project found that students with disabilities and their lecturers already used mobile technologies alongside or instead of customized traditional assistive technologies. The project also found that students preferred not to attend, or found it difficult to attend, separate study skills courses using mobile technologies. However, they were more likely to access m-learning tutorial materials on Learning Management Systems. The study concludes that mobile technologies have the potential to develop a number of study skills that are at risk after cuts to the DSA. However, their use in this regard needs further research and support from universities.

scholarly journals Study of the Integration of Disabled Students With Difficulties in Training

2018 ◽  
Author(s):  
O Dorogina ◽  
E Ponomareva
Keyword(s):  
Students With Disabilities ◽  
Professional Education ◽  
Academic Program ◽  
Faculty Members ◽  
State University ◽  
Disabled Students ◽  
The Social ◽  
Two Factors ◽  
Teachers And Students ◽  
The Disabled

The article reflects the experience of the support center for the disabled students at the Ural State University. The study investigates the attitudes of groups of students and teachers toward the integration of students with disabilities. The success of this academic program requires the integration of populations fromdifferent backgrounds. The main factors for the success of the program are the staff and the students. These two factors participate in creating a supportive learning atmosphere. This study observes the attitudes of faculty members (teachers) and students toward the students with disabilities. The study examines their contribution to the program, development of the social and educational climate in terms of this unique and challenging population’s ability to independently perform in an academic environment. The process of integration of students with disabilities into higher education informs the subject of integration in general, and therefore the attitudes of those taking part in the integration. The improvement of this process is the key to itssuccess. The results of the research can be used to create educational programs for teachers and to organize courses for university students. Keywords: the students with disabilities, professional education, tutor support center for disable people

Resilience and Support Networks for University Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
María Leonila García Cedeño ◽  
Anicia Katherine Tarazona Meza ◽  
Robert Gonzalo Cedeño Mejía
Keyword(s):  
Social Networks ◽  
University Students ◽  
Students With Disabilities ◽  
Pearson Correlation ◽  
Support Networks ◽  
Pearson Correlation Coefficient ◽  
Structured Interviews ◽  
Disabled Students ◽  
The Social ◽  
Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gulnaz Zahid
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Social Action ◽  
Faculty Members ◽  
Content Type ◽  
Training Approach ◽  
The Social ◽  
Post Test ◽  
Action Model ◽  
And Training

PurposeThis interventional study aims to test the effectiveness of thek training approach for higher education faculty members to facilitate students with disabilities (SwD) to promote inclusion in higher education by operationalising approaches on the basis of the social action model. It presents an evidence-based training model created on recognised theories and strategies in the field of disability.Design/methodology/approachThe study follows a single-case pre/post-test intervention design in which data were analysed quantitatively, followed by a thematic analysis of participants' feedback and trainer's reflections. Training sessions were aligned to the social action model, the perspective of reasonable accommodations and introduction to technological support for teaching-learning and policy issues. Eighty faculty members from different schools of a multi-disciplinary Pakistani university participated in these sessions. Data from only 63 faculty members were available for analyses.FindingsTeacher Perceptions of Facilitating Students with Disabilities (TP-FSD) scale served as a pre- and post-test measure. The quantitative assessment revealed knowledge and attitudinal gains after brief trainings. However, when findings were interpreted considering effect sizes and supported by qualitative findings, moderate effectiveness level was evident. Effectiveness can be interpreted by the internal and external validity checks and findings of multiple assessments.Practical implicationsThis study can be replicated by adapting the training approach and by considering its strengths and shortcomings mentioned in detail in the discussion section.Originality/valueThe study tested the effectiveness of brief faculty training to support SwD in a multi-disciplinary university having faculty with varied education and training experience.

scholarly journals Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

2017 ◽  
Vol 31 (5) ◽  
pp. 335-347 ◽  
Author(s):  
Suman Lodh ◽  
Monomita Nandy
Keyword(s):  
Higher Education ◽  
Financial Crisis ◽  
Gender Inequality ◽  
Financial Crises ◽  
Wage Gap ◽  
Accounting Profession ◽  
Disabled Students ◽  
Accounting Professionals ◽  
The Disabled ◽  
And Gender

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

scholarly journals Gender socialization of students with disabilities: Ukrainian practicies

2020 ◽  
Vol 9 (27) ◽  
pp. 260-267
Author(s):  
Oksana Kravchenko ◽  
Pavlo Oksom ◽  
Alla Voitovska ◽  
Iryna Albul
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Positive Impact ◽  
Gender Socialization ◽  
Education Institution ◽  
Research Process ◽  
Special Educational Needs ◽  
University Environment ◽  
The Social ◽  
Teachers And Students

The aim of the article is to analyze the process of gender socialization of students with disabilities. We used a comparative analysis method and method of generalization in the research process. The logic of our study involved organizing and conducting a survey of students with disabilities. The state of gender socialization of students with disabilities in six institutions of higher education of Ukraine is investigated. The social and pedagogical conditions for the formation of gender socialization of students with disabilities are substantiated. The importance of creating a gender sensitive university environment based on the idea of gender equality has been proved. The basic elements that determine the level of gender sensitivity of a higher education institution are considered. The expediency of creating self-help centers for students with disabilities is substantiated. The essence of teachers and students motivation to cooperate in an inclusive environment in the context of gender socialization is highlighted. Positive impact of students with disabilities involvement in active forms of student and out-of-class student activity has been established. It is proved that the experience of students with special educational needs is not gender-neutral, because boys and girls deal with different realities that shape the understanding of disability.

scholarly journals Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

scholarly journals Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

2018 ◽  
Vol 6 (4) ◽  
pp. 107-115
Author(s):  
Jonathan Harvey
Keyword(s):  
Higher Education ◽  
Social Theory ◽  
Jacques Derrida ◽  
Disabled People ◽  
Deleuze And Guattari ◽  
Disabled Students ◽  
Making Sense ◽  
The Everyday ◽  
The Disabled ◽  
Contemporary Social Theory

This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.

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