Analyzing the Impact of Student Population Structure on Development of Learning Skills in Students with Disabilities in Higher Education Institutions of the Cultural Sector

Abstract

The article presents the results of a study on the influence that student population structure has on the development of learning skills in students with disabilities in higher education institutions of the cultural sector. The participants of the study were 226 students with disabilities in their 2nd to 6th years of university, from 43 higher education institutions in the field of culture and different training programs. As an indicator of the level of learning skills development in students with disabilities, we took the parameter of student academic performance, presented as an average grade (on a five-point assessment scale) following the results of midterm assessments. The population structure of students with disabilities in higher education institutions of the cultural sector included 15 parameters, the information on which was collected through an online survey. It is shown that the level of learning skills development in students with disabilities correlates with the indicators of the student population structure. The obtained results allow us to conclude that the structure of student population in higher educational institutions of the cultural sector influences the development of learning skills in students with disabilities.

Inclusive learning in higher education: anthropology and critical consciousness lens

“…It can also lead to a more diverse and vibrant campus community, as well as a greater reputation for excellence among schools [34]. Providing accommodations for students with disabilities, incorporating diverse perspectives into the curriculum, using inclusive teaching methods, celebrating diversity, and providing opportunities for students to learn about and understand different cultures are specific examples of how to implement inclusive education in higher education [35], [36]. The adoption of inclusive education demands clear regulations and required training in inclusive practice for academic personnel in order to create a fair and unified educational program [37].…”