Career Paths: Work Opportunities for Persons with Visual Impairment

Rékasi, Nikolett; Svastics, Carmen; Cserti-Szauer, Csilla; Kovács, Gábor; Kalász, Veronika

doi:10.31287/ft.en.2021.2.5

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…academic writing, plain language, easy read). We have already produced several joint publications in Hungarian, as well as some in English (Sándor et al, in press, 2018;Katona et al, 2018;Rékasi et al, 2021). The publications we are most proud of are those in which our participatory colleagues share their experiences, orally or in writing, in Hungarian or English, with the academic world or mainstream communities (Futár, 2018;Oravecz, 2019;Surányi, 2019;Csángó, 2020).…”

Section: Challenges In the Academic Environmentmentioning

confidence: 99%

The Role of Participatory Instructors in Hungarian Higher Education

Sándor

Cserti-Szauer

Katona

2023

IJDSJ

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Disabled people are often prevented from participating in the creation of academic knowledge that has direct impact on their lives via professional support. Such barriers to co-production of knowledge erode disabled people’s self-determination and opportunities for independent living. They are particularly consequential in special needs teacher education, as special needs teachers have a strong influence on disabled people’s dis/empowerment through their work in special and inclusive schools. This paper explores the ‘We teach together!’ method for participatory instruction, developed and piloted by the authors in Eötvös Loránd University to redress the non-participation of disabled people in teaching. The method complements the learned knowledge of the academic instructors with the experiential knowledge of disabled co-instructors. It also enables university students to work in partnership with disabled people. Most importantly, disabled people’s active participation in the academic work strengthens their self-determination and their role in their communities. The paper presents the findings of a qualitative research that explores the application of the ‘We teach together!’ method. We identify the benefits and challenges of the method, as well as the roles of the instructors in an inclusive team. We also provide recommendations for further research and policy engagement.

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