Are students with disabilities truly present in universities? An international analysis from a participatory approach

Méndez-Ulrich, Jorge Luis; Ordóñez, Juan Llanes; López, Alejandra Montané

doi:10.1080/13603116.2023.2180675

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…In other words, they are self-determined (Ju et al, 2017). Many studies agree in identifying both personal factors (e.g., self-determination or self-discipline) and contextual factors (e.g., family, friends, support services, faculty, or peers) that influence successful trajectories in university (Aguirre et al, 2021;Méndez et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Success and self-determination: a systematic review of the narratives of students and graduates with disabilities

Moriña,

Martins

2024

Higher Education Research & Development

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The purpose of this article was to explore, from the perspective of students and graduates with disabilities, the skills that are necessary to be self-determined at university, why these are important, and how they can be developed to remain in university and graduate successfully. A systematic review, including 16 qualitative studies with a total of 303 participants, was carried out. The results provide information on: essential skills to facilitate self-determination and successful completion of university studies (problemsolving skills, learning about oneself, goal setting, self-management, self-advocacy) and attributes (autonomy, resilience, and empowerment); the reasons for being self-determined at university (achieving academic goals, overcoming barriers, demonstrating abilities, selfconfidence, and academic success); and how self-determination can be learned at university (trial and error; family, faculty and peers; disability services; peers; specific programmes; and information technology communication). The conclusions are encouraging and show that self-determination can be learned in universities with the necessary supports.

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Section: Introductionmentioning

confidence: 99%

Success and self-determination: a systematic review of the narratives of students and graduates with disabilities

Moriña,

Martins

2024

Higher Education Research & Development

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What is university success? Graduates with disabilities define it

Pais,

Moriña Díez,

Morgado

2024

High Educ

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This article explores the concept of university success from the perspective of 95 Spanish graduates (62.1% women and 37.9% men) with different types of disabilities, identifying situations in which the participants felt that they were successful at university. The data of this qualitative study were gathered through a semi-structured interview and analyzed with an emerging and progressive system of categories and codes. According to the obtained results, university success is a dynamic and multidimensional concept that consists of different elements, and it is defined through eight components: graduating, attaining the set goal, learning process, social experience, personal growth, professional success, obtaining good marks, and recognition. These results must be considered by universities to promote success among students with disabilities, by fostering their participation in the university experiences and offering them opportunities to attain their academic and professional goals. Future research on university success must delve further into the concept of university success from a holistic perspective that contemplates all these elements.

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Engelli Gençlerin Üniversite Eğitimi: Eğitime Dâhil Olma ve Sürdürme Bağlamında Kapsayıcı Eğitim

Eker

2024

Gençlik Araştırmaları Dergisi

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Gençler, dinamik ve değişime açık olmaları bağlamında toplumların geleceklerini belirleyen önemli bir hedef grubu oluşturur. Gençlerin içinde daha spesifik bir bir grup olan engelli gençler ise dışlanma, istismar, ayrımcılık gibi pek çok sosyal risklerle karşılaşmaktadırlar. Engelli gençlerin bu sosyal risklerle mücadele edebilmelerinde bağımsız yaşayabilmeleri önemlidir. Engelli olmayan gençlere kıyasla eğitim, ekonomi ve siyaset gibi toplumun pek çok alanında eşitsizliklere maruz kalan engelli gençler temel insan hak ve özgürlüklerini kullanamamaktadırlar. Engelli gençlerin bağımsız yaşayamamalarına ve dolayısıyla yoksul ve marjinal bir kesimi oluşturmalarına neden olan bu durumu değiştirmede eğitim alanına dahil olmaları önemli bir dönüm noktası olabilir. Engelli gençler için kapsayıcı eğitimi odağına alan bu çalışmanın temel amacı; “eğitim yaşamına dahil ol(ama)ma”yı ve “eğitimi sürdür(eme)me”yi; toplumsal yaşama dahil olamama üzerinden tartışmaktır. Sonuç olarak kapsayıcı eğitim temelinde eğitime katılım ve sürdürme; engelli gençlerin yaşamlarındaki sorunları daha görünür hale getirirken bağımsız yaşamalarına katkısı ise ‘gençlik’ ve ‘engellilik’ olgularının kesişimselliğinde olduğunu göstermektedir. Bireylerin farklılıklarının onların eşit yaşama hakkının önünde bir bariyer olmaması gerçekliğinden hareketle eğitime katılım bir insan hakkı meselesidir. Dolayısıyla kapsayıcı eğitim odağında engelli gençlerin üniversite eğitimine erişebilmeleri ve üniversiteden mezun olmaları istihdam fırsatlarının artması ve kişisel gelişimlerine katkı sunmasının yanında toplumsal yaşama dahil olmaları açısından da önemlidir.

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Are students with disabilities truly present in universities? An international analysis from a participatory approach

Cited by 3 publications

References 35 publications

Success and self-determination: a systematic review of the narratives of students and graduates with disabilities

Success and self-determination: a systematic review of the narratives of students and graduates with disabilities

What is university success? Graduates with disabilities define it

Engelli Gençlerin Üniversite Eğitimi: Eğitime Dâhil Olma ve Sürdürme Bağlamında Kapsayıcı Eğitim

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