Laws, Finance, and Policies of Higher Education Accessibility

Individual Rights ◽

Institutional Policies ◽

Legal Cases ◽

University Campuses ◽

Disability Theory ◽

Policies And Procedures ◽

Accessibility Issues ◽

Historically, educational accessibility in higher education appeared to be a dynamic and fluid scale with individual rights and accessibility on one side while institutional policies and procedures balanced the other side. Additional weights were applied to both sides of the scale. United States (U.S.) federal laws applied weight to the individual rights and accessibility side. Meanwhile, financial considerations applied weight to the institutional policies side. U.S. universities may have found this balancing act difficult through ongoing legal cases and law revisions. Critical Disability Theory (CDT) provides an alternative viewpoint to review education accessibility. CDT also encourages participation by more campus stakeholders to resolve accessibility issues and promote full accessibility on university campuses. This chapter will explore and explain the complex interconnections of laws, finances and policies in supporting accessibility on campuses and discuss potential guidelines for future institutional policies and procedures related to students with disabilities.

Disability and Equity in Higher Education Accessibility - Advances in Educational Marketing, Administration, and Leadership ◽

Laws, Finance, and Policies of Higher Education Accessibility

10.4018/978-1-5225-2665-0.ch006 ◽

2017 ◽

pp. 135-152 ◽

Cited By ~ 1

Author(s):

Jennifer Raasch

Keyword(s):

Higher Education ◽

Individual Rights ◽

Institutional Policies ◽

Legal Cases ◽

University Campuses ◽

Disability Theory ◽

Policies And Procedures ◽

Accessibility Issues ◽

Academic Bullying: Taking the Hallway Chats to the Level of Formalized Policy

Kinesiology Review ◽

10.1123/kr.2019-0042 ◽

2019 ◽

Vol 8 (4) ◽

pp. 318-322 ◽

Cited By ~ 1

Author(s):

Karen S. Meaney ◽

Sonya L. Armstrong

Keyword(s):

Higher Education ◽

Content Analysis ◽

Policy Development ◽

Workplace Bullying ◽

Higher Education Institutions ◽

Institutional Policies ◽

University Campuses ◽

Policy Review ◽

Academic Bullying ◽

Adult Bullying

Bullying in any context adversely affects individuals and organizations. Although bullying is typically conceived of as an issue specific to children in schoolyards, adult bullying is widespread, and the literature on workplace bullying continues to emerge as a scholarly focus. More specifically, academic bullying in higher-education institutions has been identified as an area of particular interest. Considerable literature exists that addresses definitions, characteristics, and effects of faculty bullying; however, the literature is scant regarding effective practice and policy that explicitly aim to prevent academic bullying. Furthermore, although this is a topic often discussed informally on university campuses, it does not appear to be addressed explicitly in formalized institutional policies. In this manuscript, the authors provide the findings of the initial stages of a content analysis aimed at exploring extant policy at public doctoral-granting universities. Implications and recommendations for policy development based on the results of this policy review are provided.

O ESTUDANTE COM DEFICIÊNCIA NA UFSC: FATORES QUE INFLUENCIAM O ACESSO E A PERMANÊNCIA

Revista Conhecimento Online ◽

10.25112/rco.v3i0.2099 ◽

2020 ◽

Vol 3 ◽

pp. 104

Author(s):

Diogo Félix de Oliveira ◽

Irineu Manoel de Souza

Keyword(s):

Higher Education ◽

Public Policies ◽

People With Disabilities ◽

Institutional Policies ◽

Santa Catarina ◽

Production Of Knowledge ◽

Educational Inclusion ◽

The University

ResumoO texto se propõe a discutir a trajetória universitária dos estudantes com deficiência na Universidade Federal de Santa Catarina (UFSC). Tem como objetivo analisar os fatores que influenciam o acesso e a permanência dos estudantes com deficiência na UFSC e as ações desenvolvidas pela Instituição frente às demandas apresentadas por esses estudantes. Procedeu-se com uma breve remontagem das políticas públicas voltadas às pessoas com deficiência, e mais especificamente, as políticas institucionais inclusivas que a UFSC adota. Foram identificados elementos de entrave tanto ao acesso quanto à permanência dos estudantes com deficiência no ensino superior. A efetividade da acessibilidade educacional não é alcançada somente com a garantia de direitos em legislações, o compromisso de todos os atores envolvidos no processo educacional é que contribui para o êxito de uma universidade e uma sociedade inclusivas. O desafio do processo de inclusão educacional é premente, pois a universidade como local de crítica e produção de conhecimento é fortalecida com a presença dos estudantes com deficiência.Palavras-chave: Estudante com deficiência. Permanência. Ensino superior. AbstractThe text proposes to discuss the university trajectory of students with disabilities at the Federal University of Santa Catarina (UFSC). It aims to analyze the factors that influence the access and permanence of students with disabilities in the UFSC and the actions developed by the Institution in response to the demands presented by these students. A brief reassessment of public policies for people with disabilities was made, and more specifically, the inclusive institutional policies adopted by the UFSC. Elements of hindrance were identified both for access and for the permanence of students with disabilities in Higher Education. The challenge of the process of educational inclusion is pressing because the University as a place of criticism and production of knowledge is strengthened with the presence of students with disabilities.Keywords: Students with disabilities. Permanence. Higher Education.

Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities

Social Inclusion ◽

10.17645/si.v6i4.1709 ◽

2018 ◽

Vol 6 (4) ◽

pp. 230-240

Author(s):

Janet E. Lord ◽

Michael Ashley Stein

Keyword(s):

Higher Education ◽

Developing Countries ◽

Inclusive Education ◽

Field Work ◽

Academic Programs ◽

Public Higher Education ◽

Persons With Disabilities ◽

The Individual ◽

Education Courses

Inclusive higher education is elusive for students with disabilities, especially in developing countries. The adoption and rapid ratification of the Convention on the Rights of Persons with Disabilities (CRPD) provides, if applied as its drafters intended, a “whole of institution” framework for its realization (CRPD Committee, 2016). Myriad legal, attitudinal, physical, and communication-based barriers limit or exclude participation. The individual impact of such discrimination is clear and carries lifelong consequences. Equally endemic are the broad societal and pedagogical effects of this exclusion. To illustrate: preventing persons with disabilities from Teacher Education courses impacts inclusive education in primary and secondary education; barring people with disabilities from academic programs in the sciences stifles innovation in assistive technology, health, and rehabilitation; and limiting access to studying the humanities hampers the emergence of disability studies as a rightful discipline. This article presents a framework for inclusive higher education in developing countries as contemplated by the CRPD. In doing so, we draw on field work conducting the first assessment of the accessibility of Egyptian public higher education to students with disabilities. We outline lessons that can be learned and pitfalls to be avoided both in Egypt and indeed for other countries in the Global South.

Políticas de educación superior en países del Cono Sur

Revista de la Facultad de Medicina ◽

10.15446/revfacmed.v63n3sup.49329 ◽

2015 ◽

Vol 63 (3Sup) ◽

pp. 33-40

Author(s):

Pamela Tejeda-Cerda ◽

Aleida Fernández-Moreno

Keyword(s):

Higher Education ◽

Southern Cone ◽

Educación Superior ◽

Institutional Policies ◽

Persons With Disabilities ◽

La Plata ◽

Educacion Superior ◽

Santiago De Chile ◽

The University

ResumenAntecedentes.Para esta investigación se revisaron, como antecedentes, las políticas educativas nacionales de los países del Cono Sur y posteriormente se compararon las políticas institucionales de la Universidad Nacional de La Plata (Argentina), la Universidad de Santiago de Chile (Chile) y la Universidad de La República (Uruguay).Objetivo.Caracterizar e interpretar las políticas de educación superior en Argentina, Chile y Uruguay, determinando factores que promueven o restringen una educación universitaria inclusiva para los estudiantes con discapacidad.Materiales y métodos.Estudio cualitativo a partir de fuentes documentales. Desde una perspectiva comparada, se exploraron las leyes nacionales y las normativas universitarias que nutrieron las categorías y matrices para el análisis político de la información.Resultados.Se encontraron diferentes enfoques políticos: Argentina con una postura de enfoque de derechos, Chile desde un enfoque biomédico y diferencial, y Uruguay con un enfoque social de la discapacidad.Conclusiones.Argentina lidera en la carrera para lograr una política de educación superior inclusiva; tanto en Chile como Uruguay hay cambios en sus políticas institucionales, sin embargo aún presentan limitaciones; en Chile los procesos de acceso están restringidos por altos costos y dificultades de financiamiento.La desigualdad social y económica en Latinoamérica afecta particularmente a los estudiantes con discapacidad. Si bien existe un marco jurídico que resguarda la educación, las realidades de los países del Cono Sur difieren en los procesos de acceso, permanencia y egreso de estos estudiantes.Palabras claves: Personas con discapacidad; Educación superior; Políticas públicas (DeCS). SummaryBackgroundNational education policies of the Southern Cone countries were reviewed as a background for this research. Later on, institutional policies of the National University of La Plata (Argentina), the University of Santiago de Chile (Chile), and the University of the Republic (Uruguay) were compared.ObjectiveTo typify and construe the policies of higher education by assessing factors that promote or restrict an inclusive higher education for students with disabilities in Argentina, Chile and Uruguay.Materials and methodsThis is a qualitative study based on documentary sources. From a comparative perspective, national laws and university regulations which nurtured the categories and matrices for political analysis of information were explored.ResultsDifferent political approaches emerged: a stance on rights by Argentina, a biomedical and differentiated approach by Chile, and a social approach to disability by Uruguay.ConclusionsArgentina leads the way for a policy of inclusive higher education. In both, Chile and Uruguay, there are changes in their institutional policies, however, they still show limitations. Access processes in Chile are constrained because of high costs and financing difficulties.Students with disabilities are particularly affected by social and economic inequality in Latin America. Although there is a legal framework that protects education, realities of the Southern Cone countries differ in the processes of access, retention and graduation of these students.Keywords: Disabled Persons; Persons with disabilities; Higher education; Public policy

Discovering factors influencing study success of students with disabilities and learning difficulties in an interview study

Acta Medicinae et Sociologica ◽

10.19055/ams.2019.10/28/3 ◽

2019 ◽

Vol 10 (28) ◽

pp. 31-44

Author(s):

Anett Hrabéczy

Keyword(s):

Higher Education ◽

Great Influence ◽

Equal Opportunities ◽

Study Success ◽

Higher Education Act ◽

Learning Success ◽

Research Opportunity ◽

Education Act ◽

The focus of our research is on students with disabilities defined by the current National Higher Education Act in Hungary. The actuality of the topic is that after the millennium, due to the expansion of higher education, the above-mentioned students appeared at universities, but regulations dealing with their presence in Hungary were laid down as late as 2007. Earlier researches have studied the accessibility and inclusive practices of the institutions internationally and in Hungary, but only little attention has been paid to these students’ chances of acquisition and retention to higher education. Equal opportunities in higher education appear to be an important supporting factor in our research however, the overall social context of the individual has a great influence on successful entry and graduation. A further research opportunity, a deeper, more extensive quantitative study of the institutional presence of students with disabilities and the factors contributing to their learning success is emerging.

Varying institutional procedures for dealing with student academic misconduct: A short comparative analysis

Integrity in Education for Future Happiness ◽

10.11118/978-80-7509-772-9-0186 ◽

2020 ◽

Author(s):

Shiva Das Sivasubramaniam ◽

Zeenath Reza Khan

Keyword(s):

Higher Education ◽

Comparative Analysis ◽

Academic Dishonesty ◽

Academic Integrity ◽

Focal Point ◽

Academic Misconduct ◽

European Network ◽

Institutional Policies ◽

Policies And Procedures ◽

Comparative Manner

Establishing and maintaining academic integrity has always been a focal point amongst all higher education organisations. A few studies have been designed to compare the efficacy of measures/procedures amongst different institutions. Some other attempts were also made to compare the procedures for academic misconduct investigations amongst different institutions about handling potential plagiarisms and/or academic misconducts. The aim of this workshop based investigation was to show the participants, the importance of pro-activeness and practical awareness to establish institutional procedures for handling potential plagiarism and/or academic dishonesty. We wanted to show the inconsistencies in the approaches of conducting academic investigations relating to plagiarism related misconducts. We have carried out a simple Google® search and selected publicly available institutional policies and procedures of five different international universities representing different geographical representations. The comparison has highlighted the approaches to investigate plagiarism or academic misconduct are varied amongst these universities. Some institutional policies have established clearly defined processes, others have vague and ambiguous procedures. The study has highlighted the importance of investigating institutional procedures in a comparative manner. In order to provide some recommendation of institutional policies and procedures, we would work closely with the European Network of Academic Integrity (ENAI), and other international stakeholders to expand this study in a larger scale.

Voices From the Classroom

PMLA ◽

10.1632/s0030812900167963 ◽

2005 ◽

Vol 120 (2) ◽

pp. 598-602 ◽

Cited By ~ 1

Author(s):

Wendy L. Newby

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Faculty Members ◽

Educational Opportunities ◽

Academic Experience ◽

Teaching Program ◽

Educational Psychologist ◽

Policies And Procedures

As a former trainer in a teaching program and an educational psychologist special-izing in disabilities, I have viewed learning from two perspectives: that of the teacher and that of the learner. My more recent role in administration has caused me to consider these perspectives in a more unified manner, concentrating specifically on the link between teaching and learning in higher education. Here at Emory, my responsibility is to view the total academic experience of students with disabilities and to work with faculty members to develop policies and procedures that will allow our students full access to educational opportunities. I am asked to build bridges between teaching and learning at an institution that has until recently taken for granted that everyone is equally endowed for learning and learns similarly. The unwritten understanding has been that if one passes the threshold of admission into this community, one does not have needs that might be considered “special.”

ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION

Educological discourse ◽

10.28925/2312-5829.2021.1.5 ◽

2021 ◽

Vol 32 (1) ◽

pp. 69-86

Author(s):

Olena Tymchyk ◽

Yuliia Zhukova

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

People With Disabilities ◽

Educational Services ◽

Persons With Disabilities ◽

Quality Of Higher Education ◽

Mobility Programs ◽

The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed the few of Ukrainian universities’ websites, authors propose the development of a unified approach for the special educational services provision. Authors also determine its main elements as: definition of educational difficulties; systematic monitoring of the availability of higher education institutions and of the level of satisfaction of special educational services; expansion of the collected information about students with disabilities; programs of communication ethics among teachers, students and persons with disabilities; psychological services; monitoring the observance of the rights of students with disabilities; inclusion of students with disabilities in academic mobility programs; employment of students with disabilities; determination of quality indicators for the special educational services provision; providing full information on the possibility of provision services to students with disabilities; representation of students with disabilities in the advertising products of institutions – as equal members of the student community. The authors consider these elements as an appropriate base for determination of the quality of higher education institutions inclusion. At the same time, teachers use the individual approach, adjusting a system of «smart adaptation» for students with different physiological and psychological characteristics.

Collaboration between the library and Office of Student Disability Services

Digital Library Perspectives ◽

10.1108/dlp-09-2015-0016 ◽

2016 ◽

Vol 32 (2) ◽

pp. 117-126 ◽

Cited By ~ 6

Author(s):

Rebecca Arzola

Keyword(s):

Higher Education ◽

Participant Observation ◽

Assistive Technologies ◽

Disability Services ◽

Content Type ◽

Brand Building ◽

Accessibility Issues ◽

The Relationship

Purpose The paper aims to discuss the relationship between interdepartmental stakeholders in higher education and the information identified as a result of collaborations. It proposes that collaborations can help clarify issues to then advocate for them. Design/methodology/approach The paper opted for a naturalistic case study design, gathering direct and participant observation of interdepartmental collaborations including 1 Student Share, 12 one-hour collaborative sessions and 1 Accessibility Conference. Findings The paper provides observed insight about student needs to have documents that are accessible for assistive technologies to recognize and read how change is brought about during internal brand building. It suggests that successful accessibility implementation in higher education calls for collaboration with stakeholders. Originality/value This paper shows how a collaboration between the library and Student Disability Services can work to understand document accessibility issues. It also reveals that students with disabilities are adept with current mobile trends and technology, and need to be, for productivity in college. It will be valuable to librarians, faculty, staff and other technology stakeholders that work with students with disabilities.