The Inclusion of Persons With Disabilities in Engineering Education and Careers

Americans With Disabilities Act ◽

Stem Fields ◽

Unemployment Rates ◽

The Us ◽

And Mathematics ◽

Equity And Inclusion

The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.

Wheelchair users, access and exclusion in South African higher education

African Journal of Disability ◽

10.4102/ajod.v6i0.353 ◽

2017 ◽

Vol 6 ◽

Cited By ~ 4

Author(s):

Desire Chiwandire ◽

Louise Vincent

Keyword(s):

Higher Education ◽

South African ◽

Ad Hoc ◽

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.

Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education

Высшее образование в России ◽

10.31992/0869-3617-2021-30-2-9-21 ◽

2021 ◽

Vol 30 (2) ◽

pp. 9-21

Author(s):

A. I. Chuchalin

Keyword(s):

Applied Sciences ◽

Higher Education ◽

Engineering Education ◽

Computer Science ◽

High Tech ◽

The Core ◽

Science Technology ◽

Postgraduate Studies ◽

Systematic Training ◽

And Mathematics

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

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

10.33920/sel-06-2009-03 ◽

2020 ◽

pp. 19-30

Author(s):

V. G. Novikov ◽

E. A. Gridasova ◽

Yu. A. Kulikova ◽

S. A. Gorokhov

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Agricultural Education ◽

Rural Areas ◽

People With Disabilities ◽

Legal Regulation ◽

Rural Residents ◽

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.

Women's Influence on Inclusion, Equity, and Diversity in STEM Fields - Advances in Educational Marketing, Administration, and Leadership ◽

Navigating the Landscape of the STEM Professoriate

10.4018/978-1-5225-8870-2.ch002 ◽

2019 ◽

pp. 22-65

Author(s):

Pamela M. Leggett-Robinson ◽

Brandi Campbell Villa

Keyword(s):

Higher Education ◽

Literature Review ◽

Women Of Color ◽

Institutional Racism ◽

Stem Fields ◽

Self Presentation ◽

Science Technology ◽

Trade Magazines ◽

And Mathematics ◽

Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

CBE—Life Sciences Education ◽

10.1187/cbe.19-03-0064 ◽

2019 ◽

Vol 18 (3) ◽

pp. mr3

Author(s):

Daniel L. Reinholz ◽

Tessa C. Andrews

Keyword(s):

Higher Education ◽

Education Research ◽

Stem Education ◽

Research Priorities ◽

Deep Understanding ◽

Institutional Transformation ◽

Stem Fields ◽

Professional Societies ◽

Science Technology ◽

And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

Journal of Hispanic Higher Education ◽

10.1177/1538192720918369 ◽

2020 ◽

pp. 153819272091836

Author(s):

Elsa Gonzalez ◽

Cecilia Contreras Aguirre ◽

Joenie Myers

Keyword(s):

Higher Education ◽

Education Institution ◽

Resilience Theory ◽

Stem Fields ◽

Higher Education Institution ◽

Stem Majors ◽

Latina Students ◽

Science Technology ◽

Tier 1 ◽

And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

Rural Special Education Quarterly ◽

10.1177/875687050202100305 ◽

2002 ◽

Vol 21 (3) ◽

pp. 21-28 ◽

Cited By ~ 1

Author(s):

Kimberly G. Griffith ◽

Mark J. Cooper

Keyword(s):

Educational Administration ◽

Americans With Disabilities Act ◽

Role Model ◽

Personal Characteristics ◽

Legal Rights ◽

Individuals With Disabilities ◽

Educational Administrators ◽

Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

Education of students with disabilities in higher education

10.12737/textbook_5d36b4a8aacb22.47000857 ◽

2019 ◽

Author(s):

Екатерина Михальчи ◽

Ekaterina Mihal'chi

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Educational Programs ◽

Educational Process ◽

Educational Institutions ◽

Technical Equipment ◽

Education Of Students ◽

Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

Physical education sport and health culture in modern society ◽

10.29038/2220-7481-2021-01-33-42 ◽

2021 ◽

pp. 33-42

Author(s):

Oksana Khomik ◽

Nataliia Bielikova ◽

Svitlana Indyka ◽

Oksana Kovalchuk ◽

Viktor Halan-Vlashchuk

Keyword(s):

Higher Education ◽

Distance Learning ◽

Physical Education ◽

Psychological Adaptation ◽

Educational Process ◽

Institutions Of Higher Education ◽

Adaptive Physical Education ◽

E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

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 ◽

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.