A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education

Yssel, Nina; Pak, Natalya; Beilke, Jayne R.

doi:10.1080/1034912x.2015.1123232

Cited by 68 publications

(49 citation statements)

References 7 publications

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“…Los estudiantes indican que hay profesores que no están predispuestos a realizar los ajustes razonables recogidos en la normativa (Fuller & cols., 2004;Yssel, Pak, & Beilke, 2016). El profesor, según relata el alumnado, no modifica aspectos como la metodología o la evaluación (Bessant, 2012).…”

Section: Introductionunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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ResumenEste artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesidades de formación de los participantes; una evaluación de proceso durante el desarrollo del programa; y una evaluación final de los resultados una vez concluida la formación. Los instrumentos empleados para la recogida de datos fueron la entrevista semi-estructurada individual y grupal, el cuestionario abierto y la observación. Este trabajo ofrece una visión sobre las principales necesidades de formación de los 20 participantes y cómo el programa da respuesta a éstas, exponiendo los aprendizajes más relevantes adquiridos por los docentes y contrastándolos con la situación de partida. Finalmente, en las conclusiones se expone una discusión de los resultados con otras investigaciones previas.Palabras Clave: Formación de profesores; evaluación de programa; educación inclusiva. University teaching staff and inclusive education: responding to their training needs AbstractThis article presents the results of a research whose objective was to design, develop and evaluate a training program on inclusive education and disability aimed at university teaching staff. Through the use of a qualitative methodology, the evaluation was carried out in three moments: an initial evaluation of the training needs of the participants; a process evaluation during the development of the program; and a final evaluation of the results once the training is completed. The instruments used for the data collection were the semi-structured individual and group interview, the open questionnaire and the observation. This work offers a vision about the main training needs of the 20 participants and how the program responds to them, exposing the most relevant learning acquired by the teachers and contrasting them with the starting situation. Finally, the conclusions show a discussion of the results of other previous investigations.Keywords: Teacher training; program evaluation; inclusive education. Professorado universitário e educação inclusiva: respondendo a suas necessidades de formação ResumoEste artigo apresenta os resultados de uma pesquisa cujo objetivo era conceber, desenvolver e avaliar um programa de formação sobre educação inclusiva e deficiência dirigido aos professores universitários. Mediante o uso de uma metodologia qualitativa, realizou-se a avaliação em três momentos: avaliação inicial das necessidades de formação dos participantes; avaliação do processo durante o desenvolvimento do programa e avaliação final dos resultados uma vez concluída a formação. Os instrumentos empregados para a coleta de dados foram a entrevista semiestruturada individual e grupal, o questionário aberto e a observação. Este estudo oferece uma visão sobre as principais necessidades de formação dos 20 participantes ...

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Section: Introductionunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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“…[2] While increased numbers of students with learning disabili-ties are reported, so are descriptions of difficulties with academic accommodations. [3][4][5][6] Experiencing difficulties with academic accommodations correlates with negative student success in obtaining a degree. [3,4,7] Furthermore, several studies consistently reported a correlation between faculty lack of knowledge of academic accommodation procedure practices to the ineffective provision of help to students with disabilities.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to an increased number of students with identified disabilities entering higher education, health professions such as nursing are also noting an influx of students with disabilities. [1,2,6,[11][12][13] Learning disabilities are the most prevalent disability noted within higher education as well as in nursing education. [2,8,12,[14][15][16][17] This increased prevalence results from legislative changes in higher education creating expanded access to nursing education for students with disabilities.…”

Section: Introductionmentioning

confidence: 99%

The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review

Yarbrough

2019

JNEP

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Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.

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“…Many factors are important to the success of students with learning disabilities during the transition to postsecondary education (Yssel, Pak, & Beilke, ), including foundational academic skills and personal dispositions, such as independence, resilience, and problem‐solving (Eckes, ; Shifrer, Callahan, & Muller, ). Under ideal circumstances, students would develop these attributes during their K–12 education and be fully prepared for college, but unfortunately, this is frequently not the case (Eckes, ; Shifrer et al, ).…”

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confidence: 99%

Using the Stepped Care Model to Empower University Students With Learning Disabilities

Jacques

Abel

2020

J of College Counseling

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Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self-advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability.

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A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education

Cited by 68 publications

References 7 publications

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review

Using the Stepped Care Model to Empower University Students With Learning Disabilities

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