scholarly journals Administrative and Social Support Services for Students with Disabilities in the Selected Higher Education Institutions of Amhara Regional State-Ethiopia

2019 ◽  
2021 ◽  
pp. 089198872199681
Author(s):  
Kerry Hanna ◽  
Clarissa Giebel ◽  
Hilary Tetlow ◽  
Kym Ward ◽  
Justine Shenton ◽  
...  

Background: To date, there appears to be no evidence on the longer-term impacts caused by COVID-19 and its related public health restrictions on some of the most vulnerable in our societies. The aim of this research was to explore the change in impact of COVID-19 public health measures on the mental wellbeing of people living with dementia (PLWD) and unpaid carers. Method: Semi-structured, follow-up telephone interviews were conducted with PLWD and unpaid carers between June and July 2020. Participants were asked about their experiences of accessing social support services during the pandemic, and the impact of restrictions on their daily lives. Results: 20 interviews were conducted and thematically analyzed, which produced 3 primary themes concerning emotional responses and impact to mental health and wellbeing during the course of the pandemic: 1) Impact on mental health during lockdown, 2) Changes to mental health following easing of public health, and 3) The long-term effect of public health measures. Conclusions: The findings from this research shed light on the longer-term psychological impacts of the UK Government’s public health measures on PLWD and their carers. The loss of social support services was key in impacting this cohort mentally and emotionally, displaying a need for better psychological support, for both carers and PLWD.


2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Nageswara Rao Ambati

The present study is an exploratory in nature. The papers aims to understand the attitudinal barriers encountered by students with disabilities in higher education institutions and its impact on their learning experiences. The study was conducted in the erstwhile State of Andhra Pradesh (now bifurcated in to Andhra Pradesh and Telangana), India. For this study, the researcher selected three universities in different parts of Andhra Pradesh by using purposive sampling. In the second phase the researcher interviewed 100 students with disabilities from the selected universities by using snowball sampling. For this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the paper covered characteristics of students with disabilities, attitudinal barriers faced by them. The findings of the study suggests that changes are needed to be made, not only in the physical environment in which teaching and learning takes place, but also in the way in which higher education curriculum is organised, delivered and assessed and changes should also come in attitudes of teachers, university administration, peer group and public at large.


2019 ◽  
Vol 8 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.


2020 ◽  
pp. 146144562096692
Author(s):  
So Yoon Kim

This study examined the disability support offices (DSOs) websites of twelve US higher education institutions (HEIs) anchored in multimodal discourse analysis and genre analysis to examine how semiotic resources are deployed to describe DSO services on their websites and to determine the discursive functions of advertisement they perform. The DSO websites were within four clicks from HEI homepages but had inconsistent navigation paths, making it difficult to reach DSO websites. DSO websites were foregrounding promoting and branding the institutions rather than presenting the information about the services offered. This is achieved by using multimodal promotional rhetoric such as: (a) situating accessibility as central commodifiable attribute, (b) promoting the value of accessibility, (c) establishing the superiority of the institution, (d) constructing images of students with disabilities as empowered but dependent upon the DSO, and (e) situating students within a college community. Implications for DSO websites functioning as advertisements are also discussed.


2005 ◽  
Vol 13 (4) ◽  
pp. 315-331 ◽  
Author(s):  
Tanuka Roy ◽  
Suhita Chopra Chatterjee

Parent-caregivers (PACs) of Thalassaemic children face a variety of stress and strain. The article looks into the different experiences of PACs in a relatively underdeveloped setting in India characterized by poor medical and social support services. The problem is compounded by illiteracy and poverty of the PACs. The study highlights the different ways in which PACs cope with the existential crisis of illness in their lives. Central to coping, meanings play an important role. Hoping and normalization are other mechanisms which help them to confront the crisis. The findings indicate considerable differences in caregiving experiences according to PACs' education and religious background. These differences are also reflected in their awareness and preferences for different intervention programmes. The article concludes by indicating the need to develop culturally sensitive intervention strategies which can take into account these variations.


2012 ◽  
Vol 19 (3) ◽  
pp. 272-281 ◽  
Author(s):  
Sylvie Tétreault ◽  
Sophie Blais-Michaud ◽  
Pascale Marier Deschênes ◽  
Pauline Beaupré ◽  
Hubert Gascon ◽  
...  

2011 ◽  
Vol 6 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Rosemarie Nyigulila Mwaipopo ◽  
Amandina Lihamba ◽  
Delphine Cosmas Njewele

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.


2021 ◽  
Author(s):  
Vadim N. Kozlov ◽  
Daria F. Romanenkova ◽  
Elena I. Salganova

Inclusive education is regarded as a valuable resource for the development of Russian society. Teachers play a distinctive role in its implementation. The study of this role is based on the principles of structural and functional and systemic approaches, as well as the sociology of education, the sociology of culture, pedagogy, psychology, and the monitoring of inclusive education. The empirical basis of the research was formed by the materials of a quantitative, representative sample and sociological study of the readiness of teachers of higher education institutions to work in inclusive groups, in which students with disabilities are studying. A total of 777 teachers from 23 universities in Sverdlovsk, Chelyabinsk, and Kurgan regions were interviewed in November 2019. The analysis showed that most teachers of higher education institutions support the idea of inclusive education, as well as are ready to work in inclusive groups and have a need for professional training on inclusive higher education. The overwhelming majority of teachers of higher education institutions in the region do not experience any particular psychological difficulties and methodological challenges in working with streams and groups with students with disabilities. Teachers with longstanding teaching experience, associate professors, professors, and people with good knowledge of inclusive education express a greater interest in working with inclusive groups. At the same time, a significant number of teachers of higher education institutions in the region do not support the idea of teaching people with disabilities in inclusive groups. Some teachers are not familiar with or lack knowledge in the concept of inclusive higher education, and they also point to psychological and methodological problems when working in inclusive groups, which is particularly characteristic of young teachers and those who have not taken advanced training on inclusive education. In order to increase the role and responsibility of the teaching staff in inclusive education, it is recommended to continue monitoring it by reaching out to every inclusive group, student, and teacher. Keywords: inclusive higher education, monitoring studies, teacher, student, people with disabilities


Sign in / Sign up

Export Citation Format

Share Document