Disability and higher education: assessing students’ capabilities in two Italian universities using structured focus group discussions

Biggeri, Mario; Masi, Diego Di; Bellacicco, Rosa

doi:10.1080/03075079.2019.1654448

Cited by 28 publications

(25 citation statements)

References 43 publications

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“…In addition, it is worth pointing out that the subject professors play a significant role in the teaching-learning process of students with disabilities, and that universities should offer them training courses to prepare them to deal with the specificities of each student. Empowering subject professors on the specificities of different disabilities is likely to be crucial in the future, particularly for the implementation of a universal learning design (Biggeri et al, 2020). It is advisable to hire Support Teachers qualified both to promote inclusive education and to teach the subjects of the undergraduate courses that students with SEN are taking.…”

Section: Support Teachermentioning

confidence: 99%

“…Inclusive education is based on the idea that education is a universal human right and no one should be denied access to it on account of a disability (UNESCO, 2015; Fossey et al, 2017). The establishment of inclusive education legislation has increased the number of students with special educational needs (SEN) that enter higher education around the world (French, 1995; McGregor et al, 2016; Chiwandire and Vincent, 2019; Biggeri et al, 2020). In Brazil, the Federal Law No.…”

Section: Introductionmentioning

confidence: 99%

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Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Mendonça

Souza

Arruda

et al. 2021

Anatomical Sciences Ed

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In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student's learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions. Anat Sci Educ 14: 682-692.

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Section: Support Teachermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Mendonça

Souza

Arruda

et al. 2021

Anatomical Sciences Ed

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“…Estudios destinados a identificar las necesidades de los EcD en ES han reconocido, a nivel general, barreras en: (1) la infraestructura que interfiere en el acceso a los espacios físicos e implementación de ajustes curriculares (Borland y James, 1999;Mella et al, 2014); (2) actitudes y creencias sobre la capacidad (Konur, 2006;Moriña et al, 2015;Rodríguez y Álvarez, 2014;Salinas et al, 2013) y la compatibilidad de las NEE asociadas a discapacidad con ciertas áreas disciplinarias, lo que se traduce en la creencia de que sólo algunos pueden estudiar ciertas carreras, dependiendo de su tipo-grado de discapacidad, afectando la creación de ajustes para que su participación sea posible (Biggeri et al, 2019;Moriña et al, 2017). Por ejemplo, la accesibilidad a carreras de índole científica y práctica es escasa, y las elecciones del estudiante se basan en la evaluación de las condiciones de acceso y las disposiciones actitudinales (Milic Babic y Dowling, 2017); (3) la falta de formación de los docentes (Díez y Sánchez, 2015;Lombardi et al, 2015;Medrano, 2009); y (4) la existencia de un currículo rígido con pocas posibilidades de adaptarse a la diversidad de necesidades educativas existentes, lo que genera dificultades en el acceso a los materiales y la falta de aplicación del diseño universal para la enseñanza a la práctica docente (Díez y Sánchez, 2015).…”

Section: Barreras Para La Inclusión Estudiantes Con Discapacidad En Educación Superiorunclassified

“…En Latinoamérica, y específicamente en Chile, aunque se ha diversificado la cobertura de la ES durante las últimas dos décadas (Servicio de Información de Educación Superior, 2014) esta no ha sido similar entre los grupos que enfrentan más inequidades (Biggeri et al, 2019), siendo la discapacidad uno de los factores que interfiere en el acceso (Moriña et al, 2017). A nivel nacional se encuentran dos estudios.…”

Section: Introductionunclassified

Análisis de la Participación Académica de los y las Estudiantes con Discapacidad Sensorial de la Pontificia Universidad Católica de Chile

García

Farias

Reyes

et al. 2021

Rev. latinoam. educ. inclusiva

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así como sus facilitadores y obstaculizadores, tanto en comparación con sus compañeros/as de generación de ingreso como en la distinción entre discapacidad auditiva y visual. De este modo, se quiso aportar a la discusión respecto del rol que pueden cumplir programas de acompañamiento que promuevan una participación inclusiva y con equidad de estudiantes con discapacidad sensorial en la educación superior. Para este cometido, se utilizó un enfoque metodológico mixto, cuantitativo y cualitativo. Dentro de los resultados, destaca la mayor presencia de no vigencia en la ES y el menor rendimiento académico de estudiantes con discapacidad sensorial respecto al total de estudiantes de sus respectivos programas, sobre todo en carreras de Ciencias Naturales y Matemática, así como el reconocimiento de que la interacción de características de la trayectoria escolar, de los procesos de enseñanza y aprendizaje en educación superior y, en particular, de las áreas disciplinarias, además del tipo y grado de discapacidad, son factores facilitadores y obstaculizadores de la experiencia académica de los y las estudiantes con discapacidad sensorial de la UC.Descriptores: Discapacidad; Estudiantes con discapacidad; Inclusión; Adecuaciones académicas; Educación superior.The present study aimed to analyze the academic participation of students with sensory disabilities in the different disciplinary areas of the Pontificia Universidad Católica de Chile, as well as their facilitators and barriers, both in comparison with their cohort and in the distinction between hearing and visual disability. Thus, this study can become a contribution to the discussion on the role of support programs which promote inclusive and equitable participation of students with sensory disabilities in higher education. For this purpose, a mixed methodological approach, quantitative and qualitative, was used. Among the main results, the greater presence of situations of not continuing studies and the lower academic achievement of students with sensory disabilities compared to the total number of students in their respective programs, especially in Natural Sciences and Mathematics careers, as well as the acknowledgement that interaction between characteristics of their school trajectories, of the teaching and learning processes in higher education and, particularly, of the disciplinary areas, in addition to the type and degree of disability, are factors that facilitate and hinder the academic experience of students with sensory disabilities at UC.

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“…In tertiary education, students with disabilities are increasing in number (Biggeri, Diego, & Bellacicco, 2020;Yssel, Pak, & Beilke, 2016). They have shown appreciation for the benefit of having a college degree to secure better employment opportunities and a higher social status.…”

Section: School Participation Of Pwdmentioning

confidence: 99%

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

Vecaldo

Mamba

Tamayao

et al. 2020

Humanities and Social Sciences Letters

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This study attempted to fill in the gaps on the dearth of literature exploring the college readiness and adjustment of PWD K-12 graduates as they transition from basic to tertiary education. These two constructs were measured using the College Readiness Test (CRT) and the College Adjustment Scales (CAS) test. The data were obtained from 74 PWD in a public university in Northern Philippines. The employment of the descriptive correlation design revealed that most of the respondents were college unready. However, they manifested favorable adjustment to developmental and psychological problems except for depression and suicidal ideation. With the use of Kendall's tau-b analysis, the results show that PWD K-12 graduates who are more college ready tend to adjust better regarding substance abuse (the use of drugs, alcohol, inhalants, and solvents). Thus, it is highly recommended that college readiness be enhanced in basic education because it is a critical factor in the college adjustment of students with disabilities. Higher education institutions (HEIs) also need to craft and implement specific interventions, with a focus on depression management, to address the high depression and suicidal ideation among PWD students as they are cardinal signals of maladjustment that may lead to serious behavioral problems. Contribution/Originality: The study is one of the first attempts to document the college readiness and college adjustment of PWD K-12 graduates in the Philippines. It provides education policymakers with viable insights for carrying out interventions that may enhance the college readiness and adjustment of PWD, ensuring their seamless transition from basic to tertiary education.

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Disability and higher education: assessing students’ capabilities in two Italian universities using structured focus group discussions

Cited by 28 publications

References 43 publications

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Análisis de la Participación Académica de los y las Estudiantes con Discapacidad Sensorial de la Pontificia Universidad Católica de Chile

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

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