College Students with Physical Disabilities:  Common On Campus, Uncommon in the Literature

Gelbar, Nicholas W.; Madaus, Joseph W.; Lombardi, Allison; Faggella‐Luby, Michael; Dukes, Lyman L.

doi:10.14434/pders.v34i2.19224

Cited by 29 publications

(27 citation statements)

References 32 publications

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“…The results obtained coincide with the studies developed by Rodríguez-Martínez and Álvarez-Arregui [11], Sosa [13], Castellana and Sala [30], and Álvarez-Pérez and López-Aguilar [24], who concluded that university teachers need more preparation to be able to work with disabled students [31]. Nevertheless, teachers had a positive perception regarding the inclusion of students with disabilities in university classrooms [32][33][34]. However, university teachers do not train or attend training activities related to special needs.…”

Section: Discussionsupporting

confidence: 87%

Toward Inclusive Higher Education in a Global Context

2018

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The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model.

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Section: Discussionsupporting

confidence: 87%

Toward Inclusive Higher Education in a Global Context

2018

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“…Respecto a los contenidos en la formación, el profesorado considera que es importante conocer sus obligaciones legales, técnicas en el diseño del currículo, ajustes en la enseñanza, información sobre recursos disponibles para estudiantes con discapacidad, uso efectivo de prácticas instruccionales, conocimientos de las características de la discapacidad o información sobre cómo acceder a los servicios de los estudiantes (Cook & cols., 2009;Gelbar, Madaus, Lombardi, Faggella-Luby, & Dukes, 2015).…”

Section: Introductionunclassified

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Moriña

Carballo²

2018

Psicol. Esc. Educ.

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ResumenEste artículo presenta los resultados de una investigación cuyo objetivo era diseñar, desarrollar y evaluar un programa de formación sobre educación inclusiva y discapacidad dirigido al profesorado universitario. Mediante el uso de una metodología cualitativa, se realizó la evaluación en tres momentos: una evaluación inicial de las necesidades de formación de los participantes; una evaluación de proceso durante el desarrollo del programa; y una evaluación final de los resultados una vez concluida la formación. Los instrumentos empleados para la recogida de datos fueron la entrevista semi-estructurada individual y grupal, el cuestionario abierto y la observación. Este trabajo ofrece una visión sobre las principales necesidades de formación de los 20 participantes y cómo el programa da respuesta a éstas, exponiendo los aprendizajes más relevantes adquiridos por los docentes y contrastándolos con la situación de partida. Finalmente, en las conclusiones se expone una discusión de los resultados con otras investigaciones previas.Palabras Clave: Formación de profesores; evaluación de programa; educación inclusiva. University teaching staff and inclusive education: responding to their training needs AbstractThis article presents the results of a research whose objective was to design, develop and evaluate a training program on inclusive education and disability aimed at university teaching staff. Through the use of a qualitative methodology, the evaluation was carried out in three moments: an initial evaluation of the training needs of the participants; a process evaluation during the development of the program; and a final evaluation of the results once the training is completed. The instruments used for the data collection were the semi-structured individual and group interview, the open questionnaire and the observation. This work offers a vision about the main training needs of the 20 participants and how the program responds to them, exposing the most relevant learning acquired by the teachers and contrasting them with the starting situation. Finally, the conclusions show a discussion of the results of other previous investigations.Keywords: Teacher training; program evaluation; inclusive education. Professorado universitário e educação inclusiva: respondendo a suas necessidades de formação ResumoEste artigo apresenta os resultados de uma pesquisa cujo objetivo era conceber, desenvolver e avaliar um programa de formação sobre educação inclusiva e deficiência dirigido aos professores universitários. Mediante o uso de uma metodologia qualitativa, realizou-se a avaliação em três momentos: avaliação inicial das necessidades de formação dos participantes; avaliação do processo durante o desenvolvimento do programa e avaliação final dos resultados uma vez concluída a formação. Os instrumentos empregados para a coleta de dados foram a entrevista semiestruturada individual e grupal, o questionário aberto e a observação. Este estudo oferece uma visão sobre as principais necessidades de formação dos 20 participantes ...

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“…This time it was my hand. (Joe, 26-01-2017) Like the cited incidences above, Gelbar, Madaus, Lombardi, Faggella-Luby and Dukes (2015) reported experiences where students with disabilities faced challenges such as inaccessible buildings, rigid curricula and negative attitudes of staff and lecturers. Similarly, Banda-Chalwe, Nitz and De Jonge (2013) contended that accessibility to premises, facilities and services was a right of people with disabilities.…”

Section: Inaccessible Learning Environment (Spatiality)mentioning

confidence: 99%

Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Simui

Kasonde-Ng’andu

Cheyeka

et al. 2019

JSAA

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The World Health Organization's (WHO) benchmark of persons with disability in every population is 15.6 per cent. However, the University of Zambia is way below that benchmark as it is home to less than 0.1 per cent of students classified as 'disabled'. Within the 0.1 per cent, students with visual impairment are the majority, estimated at 70 per cent. The purpose of this study was to explore disablers (also known as barriers) to academic success faced by students with visual impairment at the University of Zambia. A Hermeneutic Phenomenological approach directed the research process. Seven purposively sampled participants volunteered to voice their lived experiences and a cluster of themes emerged thereafter. Emerging from their lived experiences are thirteen disablers that impede the learning experiences at University and key amongst them are: (i) negative attitudes; (ii) policypractice disjuncture; (iii) staff unreadiness and unpreparedness; (iv) inaccessible buildings; and (v) rigid curricula.

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College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Cited by 29 publications

References 32 publications

Toward Inclusive Higher Education in a Global Context

Toward Inclusive Higher Education in a Global Context

Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación

Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

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