Are students with disabilities ready for college? The influence of college readiness to college engagement

Because of COVID-19, distance learning was adopted by the majority of educational institutions as a strategy to ensure the continuity of education. In Morocco, forcing students to change their traditional learning methods has put them through an unprecedented learning experience. This study aims at investigating Moroccan university students of English experiences with distance learning during the pandemic in terms of readiness, satisfaction and perceived barriers. To achieve the objectives of the study, the researchers relied on an exploratory descriptive approach through a self-developed online questionnaire involving 138 respondents. The results indicate that students’ readiness to engage in distance learning was found to be at a moderate level. Additionally, the participants reported a low level of satisfaction with their experience of distance learning during COVID-19 pandemic. Thus, they preferred face-to-face learning over distance learning. Lack of previous experience with distance learning, lack of needed technology and inadequate internet connection were found to be among the major barriers to distance learning during the pandemic. Furthermore, the respondents expressed concerns on issues related to motivation, interaction and lack of technical skills. The findings of this study were discussed and compared to the findings of other related studies.

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“…The results indicated that the Cronbach's Alpha value exceeded 0.70. The latter indicates an acceptable and good reliability value [25], [26].…”

Section: Methodsmentioning

confidence: 94%

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Hafa

Moubtassime

2023

IJERE

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“…By design, postsecondary education options that are historically aimed at neurotypical students have been generally inaccessible to adults with IDDs. Although the development of organizations, including Think College, are connecting more adults with IDDs with opportunities for inclusive higher education, many adults with IDDs have limited options to be included in age-appropriate college settings without having to be largely independent, technology savvy, or to have consistent access to transportation [51].…”

Section: Discussionmentioning

confidence: 99%

Experiential diversity training and science learning for college students alongside peers with intellectual and developmental disabilities

Rubenzer

Pierce

2023

Preprint

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Diversity, equity and inclusion (DEI) training can benefit STEM students. However, typical college settings often limit college students' exposure to adult peers with intellectual and developmental disabilities (IDDs), a historically marginalized group. To lower this barrier, we developed a continuing education program, Lifelong Learning with Friends (LLWF), aimed at adults with IDDs on a large university campus, which provides diversity training to college students. In this program, undergraduate and graduate students from scientific and education disciplines are recruited to volunteer as peers and helpers. LLWF has reached hundreds of students with and without IDDs each year and more than 1,500 over the past 12 years. In our program, college students gain DEI training through learning sophisticated academic topics, including sciences, alongside adults with IDDs. Almost half (42%) of surveyed LLWF college volunteers did not have prior exposure to people with IDDs. Following program participation, we found that, irrespective of prior exposure, nearly all (98%) of volunteers had elevated their expectations of people with IDDs and reported increased interest in IDDs-focused research, education, social interaction, and advocacy. Additionally, college volunteers reported that they improved their science communication by seeing how science could be taught to a broad audience that includes adults with IDDs. We therefore suggest that other universities may consider our LLWF model to enhance DEI training by expanding opportunities for neurotypical students to befriend and learn science alongside adults with IDDs.

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“…Nonetheless, it was just recently that the country has a legal document to support the rights for people with disabilities on accessing higher education namely The Regulation of the Minister of Research, Technology, and Higher Education Number 16 2017. Since then, the number of students with disabilities in universities in Indonesia is steadily rising (Afrianty, 2019;Lintangsari et al, 2021;Sitepu et al, 2020) Given the positive trend of students with disability's enrollment in universities, little to be known about the quality of the inclusive education practices in those institutions. Inclusive education has a lot of meanings.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education in Higher Education: The Perspective of Lecturer

Ashar,

Wijiastuti,

Ainin

et al. 2023

Journal of ICSAR

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This study examined lecturers' perspectives regarding the practice of inclusive education. The quantitative study design with survey was applied. Respondents were selected through purposive sampling technique. A total of 30 lecturers who teach students with disabilities from one university were selected to complete the online survey. The survey questions were developed based on the concept of inclusive education’s implementation that have gone through a validity and reliability testing. Data were analyzed using simple statistics by calculating the percentage. Findings on the curriculum show that the majority of lecturers support the adoption and flexibility on curriculum. Similarly, they support the regulation and management themes as well as the support system, albeit improvements are required. Meanwhile, on the collaboration theme, majority of them showed an optimistic responses. Findings from this should enforce the continuous improvement on inclusive education practice in higher education.

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Are students with disabilities ready for college? The influence of college readiness to college engagement

Cited by 4 publications

References 19 publications

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Experiential diversity training and science learning for college students alongside peers with intellectual and developmental disabilities

Inclusive Education in Higher Education: The Perspective of Lecturer

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