Barriers and facilitators to students with physical disabilities’ participation in academic laboratory spaces

Jeannis, Hervens; Goldberg, Mary; Seelman, Katherine D.; Schmeler, Mark R.; Cooper, Rory A.

doi:10.1080/17483107.2018.1559889

Cited by 11 publications

(15 citation statements)

References 10 publications

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“…The height of benches caused problems for certain participants especially in the laboratories. Similar findings were in a previous study which indicated SwD were faced with trouble setting up laboratories and using the equipment [ 34 ].…”

Section: Discussionsupporting

confidence: 89%

See 1 more Smart Citation

Facilitators and barriers to learning faced by female students with disability in higher education

AlTaleb,

Alsaleh,

Alshammari

et al. 2024

Heliyon

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Section: Discussionsupporting

confidence: 89%

“…The semi-structured questionnaire was adopted from a previous study which was based on similar theme [ 34 ]. A total of 28 questions based on facilitators and barriers were designed by the authors to evaluate the quality of educational experience for female SwD.…”

Section: Methodsmentioning

confidence: 99%

Facilitators and barriers to learning faced by female students with disability in higher education

AlTaleb,

Alsaleh,

Alshammari

et al. 2024

Heliyon

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“…In terms of potential barriers for students, the participants often talked about non-digital barriers, particularly architectural barriers such as lab space and interior design, as identified by Jeannis et al [ 35 ]. It is a general understanding that architectural barriers are more visible and easier to recognise and exemplify than those in the digital environment.…”

Section: Discussionmentioning

confidence: 99%

“…The lack of knowledge among instructors on how to accommodate students with disabilities in laboratory classes can be perceived as a barrier by students, even when there is a great willingness among the instructors to accommodate them. This is exemplified by findings from a nationwide survey among US students with disabilities in science and engineering education by Jeannis et al [ 35 ], where 30.8% of the participating students perceived lack of knowledge to be a barrier, while 66.4% noted a high willingness among the instructors to accommodate disabled students.…”

Section: Related Researchmentioning

confidence: 91%

What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

Sanderson

Kessel

Chen

2022

Univ Access Inf Soc

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Purpose Students in higher education are a diverse group comprising people with different backgrounds and abilities. Regulations require that digital learning materials and platforms employed in higher education accommodate this diversity. Furthermore, they require faculty members to have an understanding of universal design and digital accessibility, as well as practical knowledge of how to make learning materials and courses accessible for more students. The goal of this research is to gain insight into the status of such knowledge among faculty members. Methods The research presented in this paper involved a qualitative study. Semi-structured interviews were conducted with 35 faculty members employed in higher education institutions (HEIs) in Norway and Poland. The participants worked in the computer science and engineering disciplines. The data was analysed using thematic analysis, and two main themes and six sub-themes were identified. Results We found that most participants lack sufficient understanding of digital barriers and assistive technologies. Very few were aware of legislation and guidelines related to universal design. Most importantly, the majority lack practical knowledge on how to make digital learning materials and courses accessible. Furthermore, the solutions they propose for addressing the barriers are intuitive and only encompass barriers that are easy to recognise and identify. Conclusion The findings indicate that there is a gap between legislation and implementation in practice when it comes to making digital learning materials accessible in higher education. The lack of knowledge among faculty members shows that training is necessary to increase understanding and practical knowledge, and HEIs should prioritise this in strategies and action plans going forward.

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“…Despite recent postsecondary enrollment gains for students with disabilities, barriers to success persist, particularly for students in STEM [3]. These barriers stem from both institutional factors such as lack of faculty awareness of disabilities and disability services, inaccessible facilities, and inadequate disabilities services and personal factors such as lack of student disclosure, stigma, feelings of "otherness," and feelings of inadequacy [4] [5] [6] [7]. Such barriers inhibit students with disabilities from entering into STEM career fields, negatively affecting the labor force.…”

mentioning

confidence: 99%

Disability and Engineering: A Case of "Othering"?

Lezotte

Hartman

Farrell

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Barriers and facilitators to students with physical disabilities’ participation in academic laboratory spaces

Cited by 11 publications

References 10 publications

Facilitators and barriers to learning faced by female students with disability in higher education

Facilitators and barriers to learning faced by female students with disability in higher education

What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

Disability and Engineering: A Case of "Othering"?

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